HOOL LUNCH 

ITS ORGANIZATION 
AND MANAGEMENT 
IN PHILADELPHIA 



By EMMA SMZDLEY 




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THE SCHOOL LUNCH 

ITS ORGANIZATION 
AND MANAGEMENT 
IN PHILADELPHIA 




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The School Lunch 



Its Organization and Management 
in Philadelphia 



BY 

EMMA SMEDLEY 

M 

Author of "Institution Recipes;" Director of Public School 
Lunches, Philadelphia, Pa.; formerly Instructor in 
Domestic Science, Drexel Institute, Philadel- 
phia, Pa.; Instructor in Dietetics, The Johns 
Hopkins Hospital Training School for 
Nurses, Baltimore, Maryland. 



Published by 

EMMA SMEDLEY 

6 East Front Street 

Media, Pa. 






Copyright, 1920 

by 

EMMA SMEDLEY 



DEC -2 1920 



Press of 

INNES & SONS 

PMadelphia 



0)CI.A604408 



FOREWORD 

THE material in this book does not attempt 
to cover the whole subject of the school 
lunch, but is the summing up of the 
author's eleven years of experience in directing 
the school lunches in the city of Philadelphia. It 
has been written in response to innumerable 
inquiries that have come into the office of the 
director in regard to the Philadelphia system. 

As school lunches in this country are still in the 
developing and, to a degree, experimental stage, 
no word on the subject can be final, and especially 
while conditions are still fluctuating as a result of 
the war, all statements bearing upon labor, equip- 
ment and cost must be subject to a margin of 
change. Those of us who have served as early 
volunteers in the work need frequently to share 
and compare our experience and pass it on to the 
newcomers in the field. It is with the hope that 
this material may serve such purpose of compari- 
son that it is presented. 

The reader must bear in mind that the system 
in Philadelphia differs from most others in that 
though a part of the school system, the Depart- 
ment of School Lunches functions separately, hav- 
ing full power and responsibility within itself. 
The committee of the Board of Public Education 



under which it operates acts chiefly in an advisory 
and co-operative capacity. To this method of 
operation is largely due the rapid development of 
the school lunch, but it must be taken into account 
that in such a system the personnel is of great 
importance, whether or not the whole corps of 
workers is imbued with the spirit of the work. In 
that particular Philadelphia has been peculiarly 
fortunate, and the author wishes to express here 
her gratitude to her assistants and co-workers 
who, from the highest to the lowest, have reflected 
in every duty the ideal of the work — ^to build up 
the health of a city's children. 



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CONTENTS 

CHAPTER PAGE 

1 — History and Aim of the School Lunch ... 1 

Aim of the School Lunch. 
School Lunches a Vast Business. 

2 — Development of the School Lunch in 

Philadelphia 9 

Rapid Growth of the Plan. 

3 — Plan of Organization 15 

Relation to the Board of Public Education. 
Relation to the Superintendent of Schools. 
Relation to the Individual School. 
Relation to Private Agencies. 
General System of Management. 
Arguments for and Against the Central 
Kitchen Plan. 

4 — ^The High School Lunch Plan of Service. 25 

The Plan. 

Ways of Facilitating Service. 

Menu. 

Pupils' Menus. 

Faculty Menus. 

Floor Plan and Details of Arrangement. 

Arrangement of Pantry. 

Dietitian's Office. 

Arrangement of Dining-Rooms. 

Counter Arrangement and Equipment. 

Adaptation for Smaller Lunch Room. 



CONTENTS 

CHAPTER PAGE 

5 — The Working Force of the High School 

Lunch 53 

The Dietitian. 

Qualifications of the Dietitian. 

Duties of the Dietitian. 

The Dietitian's Meeting. 

The Student or Assistant Dietitian. 

General Helpers. 

Student Aids. 

6 — Equipment for the High School Lunch. . 67 

List of Equipment for School of 2000 to 
3000. 

Dietitian's Office Equipment. 

Equipment for Room for Women Helpers. 

Kitchen and Pantry Equipment. 

Miscellaneous. 

Dining-Room Equipment — Pupils. 

Dining-Room Equipment — Teachers. 

List of Equipment for School of Five Hun- 
dred. 

Dietitian's Office Equipment. 

Kitchen and Pantry. 

Miscellaneous. 

Dining-Room. 

7 — The Elementary School Lunch 89 

Co-operation with Teachers. 

Menu and Service. 

Equipment. 

Kitchen and Lunch Room Equipment. 

Plan and Arrangement. 



CONTENTS 

CHAPTER PAGE 

8 — Purchasing of Supplies 107 

Supplies Purchased for Use in School Lunch. 

Buying at Regular Periods. 

Plan of Buying Important Supplies. 

Specifications for Bids. 

Additional Points in Buying. 

9 — System of Records and Accounting 117 

Orders. 

Weekly Supply Sheet. 

Supply Sheet No. 2. 

Menu and Portion Records. 

Cash Report. 

Coin Checks Sold; Checks Taken In. 

Payroll. 

Transfer Slips. 

Ledger. 

Equipment and Replacements. 

Audit. 

Settling of Accounts. 

Expenditure. 

Elementary School Records. 

10 — The School Lunch and Classes in Cookery 133 
Series I. 

ai— The Ideal School Lunch Plan 141 

Bibliography 149 



THE ILLUSTRATIONS 

PLATE PAGE 

— Germantown High School. A Typical 

School Building facing v 

1 — Exact Reproduction of Aluminum Coins, 

Used for Luncheon Checks facing 28 

2 — Typical Plan Showing Kitchen Arrange- 
ment of High School Building 30 

S—One Side of High School Kitchen, Show- 
ing Ventilating Hood Over Stove and 
Steam Cookers faci^g 32 

4 — Teachers' Dining-Room in High School, 

facing 38 

5 — Pupils* Dining-Room in High School, 

facing 40 

6 — High School Lunch-Counter, Showing 
Plate Warmer, Cocoa Urn and Ar- 
rangement of Rails to Direct Pupils 
Toward Different Sections of the 
Counter facing 42 

7 — High 'School Girls in Line Ready to be 

Served facing 44 

8 — Serving from Steam Table. Plate Warmer 

in the Rear facing 46 

xiii 



THE ILLUSTRATIONS 

PLATE PAGE 

9 — Section of Counter Showing Sandwich 
Drawer, Dessert Closet with Shelves 
Drawn Out and Ice Cream Cabinet, 
facing 48 

10 — Serving Space Side of Lunch Counter in 
Students' Lunch Rooms of High School 
Buildings 49 

11- — Dessert Closet Under Serving Counter in 
Students' Lunch Rooms of High School 
Buildings 51 

12 — Pupils' Dining-Room Showing Charts on 

the Wall facing 60 

13 — High School Kitchen facing 70 

14 — Typical Table for Students' Lunch Rooms 

of High School Buildings 72 

15 — Kindergarten Class at Lunch facing 90 

16 — Breakfast, Open-Air Class facing 92 

17 — Recess Lunch in Elementary School. 
Occupying One End of Playroom, 
facing 94 

18 — Enclosed Kitchen and Counter. Serving 

Tables in the Playroom facing 96 

19 — The Enclosed Kitchen Containing Coun- 
ter, Closets for Supplies and Utensils, 
Stove and Sink facing 98 

xiv 



THE ILLUSTKATIONS 

PLATE PAGE 

20 — Counter Cabinet for Elementary School 

Lunch Rooms 101 

21 — Supply Closet for Elementary School 

Lunch Rooms 102 

22 — Dining Table for Elementary School 

Lunch Rooms 103 

23 — Dining Table Bench for Elementary 

School Lunch Rooms 104 

24— The Street Vender Selling to Children 
Where No School Lunch is Provided, 
facing 112 

Supply Sheet No. 2 122 

25 — Card Illustrating How Food Record is 

Kept for the Entire Year 123 

26 — High School Menu and Portion Report 

Blank facing 124 

27 — Faculty Menu Report Blank facing 125 

28— High School Cash Report Blank 125 

29— Report Blank for "Checks Sold," facing 126 

30— Report Blank for "Checks Received," 

facing 128 

31 — Elementary Cash Report Blank 131 

32 — Elementary Petty Cash Report Blank. . . 132 

XV 



Chapter One 



HISTORY AND AIM OF THE 
SCHOOL LUNCH 



HISTORY AND AIM OF THE SCHOOL LUNCH 

THE introduction of the school lunch into 
the educational systems of large cities 
marks a milestone in our social progress. 
Education within the school, once interpreted 
merely as "book learning" and intended to sup- 
plement the varied training which a child of 
earlier days got in the home, has gradually 
expanded to meet new conditions arising from 
rapidly changing industrial developments and 
from the growth and extension of cities. 

Our educational plan is still in a state of expan- 
sion. American public schools today include not 
only academic teaching but physical training, 
manual and technical courses, and medical super- 
vision. They also provide for the exceptional as 
well as for the normal child, with special classes 
for the subnormal, the tubercular, the blind and 
the crippled. 

It is natural that the school should in time 
extend its function to include feeding, once exclu- 
sively the business of the home. The need for 
school feeding first arose through recognition of 
the fact that many children were receiving little 
benefit from the education offered because they 

3 



THE SCHOOL LUNCH 

were not properly fed. Benevolent organizations 
in our large cities from time to time concerned 
themselves with this subject of school feeding. 
The school lunch, or the penny lunch, as it has 
most frequently been termed, has become more or 
less familiar in most of our large cities during the 
past twenty-five years. In Europe school feeding 
became a recognized part of the school systems as 
long ago as a century or more. 

Most of the early efforts at school feeding in 
this country were directed towards special groups 
of children, those who showed signs of under- 
nourishment. The need to provide food for all 
children in schools has only gradually emerged 
and is not yet fully recognized. 

Various conditions have brought about this 
need: the increasing distance of the school from 
the home; the abolishing of the old two-session 
system, which gave the children time to go home 
for a leisurely noon meal ; and the large number of 
mothers who have gone into the factory or other 
kinds of work. Many children were accustomed 
to eating cold and frequently unwholesome lunches 
brought from home, to going hungry, or attempt- 
ing to satisfy their appetites with the wares of 
street venders. 

School authorities, recognizing this need of the 
children for some kind of food, during school 
hours, allowed street venders access to school 



HISTORY AND AIM 

premises and even in some cases sold concessions 
to them. Janitors or other individuals whose chief 
concern was profits, with little regard for the 
stomachs of their patrons, reaped large sums by 
catering to the appetites of school children. The 
food sold was rarely wholesome and often actually 
unclean. 

The beneficial results to the children who 
received wholesome food provided by reliable 
agencies, and the general focusing of public 
attention on the subject of malnutrition in chil- 
-^dren, gradually awakened school boards to the fact 
that feeding was a legitimate part of the educa- 
tional plan. From a mere standpoint of economics 
vast sums of money were wasted through the 
inability of many children to assimilate knowledge 
on an empty or discomforted stomach. 

Nothing has given a greater impetus to school 
feeding than the glaring physical defects of many 
of the boys examined for the draft in 1917. It 
was proven at that time that if we are to expect a 
sturdy nation, the function of our schools must be 
extended to the care of bodies as well as minds. 

Aim op the School Lunch . 

The aim of the school lunch is two-fold : to meet 
the food requirements of the child, helping to lay 
a foundation of physical vigor upon which the 
structure of mental training can be effectively 



THE SCHOOL LUNCH 

built; and to serve as an educational factor, instill- 
ing wise food habits, offering an opportunity for 
lessons in courtesy and consideration, and provid- 
ing a laboratory for the practical demonstration 
of allied subjects of study such as cooking, 
hygiene, buying. 

The school lunch should supplement home feed- 
ing to whatever extent that may be needed. The 
plan must therefore be flexible enough to meet 
varied conditions. In the high school where the 
hours are from nine to two or two-thirty, and 
where many of the pupils live at some distance 
from the school, the school lunch must be so 
planned as to offer a hot noon meal which may be 
the substantial meal of the day ; or merely to sup- 
plement the lunch brought from home. In the 
elementary schools it must provide a few whole- 
some things, soup, cocoa or sweets, which a child 
wants in addition to home meals; or a noon meal 
must be provided for those who for some reason 
cannot get that meal at home. The school lunch 
system also should be elastic enough to supply 
breakfasts to special groups of children and to 
serve suppers to night school classes. 

The food provided in the school must be whole- 
some and assembled with an understanding of the 
needs of the particular group served. It must be 
well prepared and attractively presented, appeal- 
ing to the eye and yielding a good return in energy 
and health. It must stand for something much 



HISTORY AND AIM 

more than a mere satisfaction to eye and appetite. 
It must represent an ideal in food selection and 
preparation and in cleanliness of surroundings, 
utensils and service, thus subtly implanting in the 
child's mind a liking for good food properly served 
and a distaste for any other kind. The school 
lunch must also be considered from the angle of a 
practice school in buying. The lunch room is a 
business venture in which pupils have the impor- 
tant role of principal patrons, and since, within 
the limits set, they have freedom of choice, they 
gain valuable daily lessons in how to buy for 
values, self-restraint in buying, and responsibility 
of selection, as well as getting an understanding 
of the factors that enter into the selling price of 
the food purchased. 

School Lunches a Vast Business 

The importance of the school lunch as a factor 
for either good or ill in the future of the child 
may be realized from the vast volume of business 
which the daily pennies spent on school lunches 
represent. According to a report of the United 
States Commission of Education, high school 
pupils in eight American cities spend a million 
and a half dollars each school year for lunches. 
That million and a half dollars may be a medium 
for laying the foundations of good health, or of 
undermining the digestions of the future genera- 
tion. It may be the means of accumulating impres- 



THE SCHOOL LUNCH 

sions of carelessness, dirt and poor values from 
the push cart vender, or impressions of cleanli- 
ness, attractiveness and good values in the prop- 
erly conducted school lunch room. Is it not an 
important job to direct that million and a half 
dollars and the unestimated other millions which 
school children spend, into channels of health and 
education? 

The school lunch system is as yet in a formative 
stage in this country. Each city is trying out its 
own experiment to fit its own needs and no two 
have exactly the same plan. Many cities have 
not yet attempted school feeding on any consider- 
able scale. It is safe to predict, however, that 
with the general tendency of the functions of the 
school to broaden and extend, the school lunch will 
become an integral part of the educational sys- 
tems of all large cities, if not of smaller cities and 
of many rural communities. One can picture the 
day not too far distant when each school building 
will include in its plans the equipment for kitchen 
and lunch rooms, and the school lunch will be an 
important and assured adjunct to school work, 
correlated with the educational scheme in many 
ways as yet undeveloped. 



Chapter Two 



DEVELOPMENT OF THE SCHOOL 
LUNCH IN PHILADELPHIA 



DEVELOPMENT QF THE SCHOOL LUNCH 
IN PHILADELPHIA 

THE school lunch first came into existence in 
Philadelphia much as it has all over the 
country, as an effort on the part of a 
philanthropic organization to meet the problem 
of malnutrition among school children. Philadel- 
phia was one of the pioneer cities to serve school 
lunches. As early as 1894 the Starr Center Asso- 
ciation, a benevolent organization, started penny 
lunches at one school in a poor district of the city, 
and later extended the service to another school. 
Out of this work developed in time a Lunch Com- 
mittee of the Home and School League, which 
gradually enlarged upon the experiment of school 
feeding until penny lunches were being served in 
nine schools of the city. 

In this way ground was broken for the school 
lunch system, although it was from a different 
impetus that school lunches on the plan they are 
now organized came into existence. 

In 1909 when the William Penn High School 
for girls, one of the largest schools in the city, was 
completed, the principal. Dr. Cheesman A. Her- 
rick, now president of Girard College, voiced a 

11 



THE SCHOOL LUNCH 

protest against the old form of lunch room which 
had prevailed in the high schools, that of allowing 
concession to the janitor or a caterer. He wanted 
a different type of lunch room and finally won the 
consent of the Board of Education to try what 
was considered an experiment. The Board made 
the condition, however, that it should not be called 
upon for any expense beyond that of the original 
equipment. Thus the first school lunch on the 
present plan was started and the condition of the 
Board struck the keynote of the present lunch sys- 
tem^ laying the foundation of the self-supporting 
policy which has been maintained from the begin- 
ning. 

Rapid Growth of the Plan 

Dr. Herrick's plan was to have a home eco- 
nomics graduate as director of the lunch room 
and to serve lunches planned on sound food prin- 
ciples. The present director of the school lunch 
system was asked to take charge of the lunch 
room. Light, heat, gas for cooking and the orig- 
inal equipment were provided by the Board of 
Education. Otherwise, the lunch room was to be 
self-sustaining, all assistants and helpers to be 
employed by the director, with prices for food 
fixed at such a scale that the receipts should cover 
overhead charges. 

Within a year Dr. Herrick's experiment was 
vindicated and the corner-stone of school lunches 

12 



DEVELOPMENT IN PHILADELPHIA 

was laid in Philadelphia. The next fall the com- 
mittee on Boys' High Schools of the Board of Edu- 
cation asked that a similar school lunch service be 
opened for what was then the Southern Manual 
Training School. Shortly after that was installed, 
the service was extended to three high school 
annexes, two of the William Penn and one of the 
Southern Manual Training. By the spring of 
1912, the Board of Education voted to establish 
a Department of High School Lunches and author- 
ized the extension of the system to all high schools 
in the city, under the supervision of the director 
who had operated the other lunch rooms. 

The School Lunch Committee of the Home and 
School League had in the meantime continued 
serving lunches in nine of the elementary schools. 
In May of 1915 it reported to the Board of Educa- 
tion that it had demonstrated the need of a lunch 
system but that such a system could not successfully 
be carried on by an organization apart from the 
school management. The Board, in consequence, 
authorized the continuation of the work started by 
the Committee and its extension to other elemen- 
tary schools, the system for both high and ele- 
mentary schools to be consolidated under the 
direction of the head of the High School Lunch 
System. 

The school lunch has thoroughly proved itself in 
Philadelphia and the system is developing as rap- 
idly as physical conditions will permit. At the 

13 



THE SCHOOL LUNCH 

present time uniform school lunches are being 
served in all of the sixteen secondary schools of 
the city, including the ten high schools and three 
annexes to high schools, the Philadelphia Normal 
School, Trade School for Girls and the Junior 
High School; and in thirty elementary schools; 
or, in forty-six out of the total of two hundred and 
thirteen public schools of the city. To operate the 
lunch rooms there is a staff of three hundred work- 
ers, and the lunch system caters to fifty thousand 
school children, who spend about two thousand 
dollars a day. 



14 



Chapter Three 
PLAN OF ORGANIZATION 



PLAN OF ORGANIZATION 

THE school lunch system in Philadelphia 
operates from one central office, with a 
director in charge, who is empowered to 
employ all workers necessary for the department, 
to buy all supplies, fix and pay all salaries out of 
the receipts of the lunch room and in general to 
direct and supervise the work. 

She has under her a corps of workers including : 

One general assistant. 

One assistant in charge of elementary lunch 
rooms. 

A secretary and two clerical assistants. 
Dietitians in charge of high school lunch 
rooms. 

Assistant dietitians in larger high school 
lunch rooms. 

Helpers in high schools. 

Helpers in elementary schools. 

Student aids. 

Relation to the Board of Public Education 
The Department of School Lunches is a branch 
of the Department of Education operating under 
a sub-committee on School Lunches, which has 

17 



THE SCHOOL LUNCH 

supervisory powers. The director of school 
lunches is appointed by the Board of Public Edu- 
cation and her salary is fixed by the Board, but 
paid out of the receipts of the lunch rooms. 

The Board of Education is responsible for : 
All initial equipment. 
Space for lunch room. 
Heat, light, gas and steam for cooking. 

This connection with the Board gives prestige 
to the Department of School Lunches in the 
schools, in the community and in the markets. 

Relation to the Superintendent op Schools 

The Department of School Lunches is subject 
to the superintendent of schools to the extent that 
the initiative for lunch service in a new school 
comes from the superintendent or must have his 
approval, and any extension of the service involv- 
ing additional expenditure also must receive his 
approval before being passed upon by the Board 
of Education. His sanction of the department 
greatly facilitates its successful operation. 

Relation to the Individual School 

The benefit to be derived from the school lunch 
depends to a great extent upon the co-operation 
of the school itself and consequently upon the 
attitude of the principal, teachers and students. 
The principal is largely responsible for stimulat- 

18 



PLAN OF ORGANIZATION 

ing co-operation. Through his or her interest and 
good will the activities of the lunch room may be 
linked with the activities of the domestic science 
department, with manual training classes or shops 
and with other branches of the school. Also, the 
principal and teachers may do much to mould the 
attitude and behavior of the students. 

By winning the help and interest of the students 
the lunch service becomes a co-operative venture. 
Where student government is in operation, the 
students take over much of the discipline and the 
work of keeping the lunch room in order. 

In inaugurating a lunch service in a school, the 
director of School Lunches presents to the pupils 
the whole plan and invites their co-operation. She 
explains to them the business principles on which 
the system operates, acquainting them with the 
factors that enter into overhead charges and 
showing ways in which the pupils can help to keep 
down labor costs as a means of making the food 
cheaper. Thus the pupils get a sense of values in 
relation to the food they daily purchase which is 
much more effective than any mere class room 
study. 

Relation to Private Agencies 

It is not the policy of the school lunch system 
to receive money directly from any private agen- 
cies, although it co-operates with organizations in 
several instances in providing for the need of 

19 



THE SCHOOL LUNCH 

individuals or groups of children who cannot 
afford to buy lunches. In one or two instances, 
in schools where the school lunch has not yet been 
authorized by the Board, organizations which in 
the past had served lunches to the children, con- 
tinue the work either independently or in conjunc- 
tion with the school lunch system. One organiza- 
tion, for instance, pays for breakfasts and lunches 
served by the School Lunch Department to the 
pupils in an open air class, and another for 
lunches served to children in an orthopedic class. 
The policy, either where there are individual chil- 
dren or whole classes to be provided for, is to have 
the benefactors give the money to the principal 
who pays the School Lunch Department for pro- 
viding and serving the food. 

The general plan of the system is that it is bet- 
ter for children of parents who can afford to pay 
for lunches not to learn to expect unreasonable 
returns for their expenditure, but that it is unfair 
to make the prices of food higher to these children 
in order to provide for the less fortunate. 

General System of Management 
The system of school lunches in Philadelphia 
operates as any business would, all costs of mate- 
rials, labor, renewal and upkeep of equipment 
being covered by the receipts of the sales. The 
scale of prices must cover these items, but as 
there are no profits to be made and as rent, heat, 

20 



PLAN OF ORGANIZATION 

light and the original equipment are provided by 
the Board of Education, the prices can be made 
much lower than prices in other eating places. If 
these items provided by the Board had to be paid 
out of the school lunch receipts, prices would have 
to be increased. 

The whole system is centralized under one 
office, which is the buying and administrative cen- 
ter, acting as a clearing house for all records and 
accounts and offering constant supervision and 
direction of the work. The benefits to be gained 
from this system of centralization are : 

Economy and better values through large 
scale buying. 

Advantageous prices through reduced ser- 
vice costs to firm. 

Higher food standards maintained. 

Uniformity of food and service in all 
schools. 

Lower prices of food possible to students 
through advantageous buying and reduc- 
tion of labor costs. 

Reduction of clerical help. 

Saving of dietitian's time. 

Checking of waste through central records. 

Stimulus of competition among workers. 

Under this system of management all buying is 
done wholesale by the central office except for 
perishable supplies which have to be delivered 
daily and which the dietitian can best control. 

21 



THE SCHOOL LUNCH 

This periodical and large scale buying is an impor- 
tant factor in obtaining the best prices from deal- 
ers and in upholding a standard of quality. Deliv- 
ery service by the dealer is thereby greatly reduced 
and also his salesmanship costs, additional factors 
in securing better prices. The dietitian's time is 
saved for her more specific duties through not 
having to meet and deal with salesmen nor check 
prices, this all being attended to by the central 
office. 

Through the system of records and accounting 
maintained in the central office the inventory of 
supplies in each school is shown from week to 
week and any leakage is soon revealed. Also, 
where one school becomes overstocked with a 
commodity part of it can be transferred to another 
school whose supply is diminished. 

Another very decided advantage of the unified 
system of management is that the small school 
which may not be self-supporting gets the benefits 
of the profits of the large school and receives the 
same service and food. 

Though the system is uniform, a judicious 
measure of elasticity is permitted. Menus in the 
various high schools differ at the discretion of the 
dietitian and she has a large degree of authority 
within her school, while relying upon the central 
office for advice and help. 

All labor is employed by the director's office, 
that burden being lifted from the workers in 

22 



PLAN OF OEGANIZATION 

charge of schools, yet all employees are made 
responsible to their immediate superiors. 

Through this general centralization of the work, 
clerical help is very greatly reduced and duplica- 
tion of effort is eliminated. Being fitted with 
labor-saving devices the director's office can 
reduce work to a minimum. 

Arguments for and Against the Central 
Kitchen Plan 

The practicability of the central kitchen plan 
with food distributed from one or more centers to 
the different schools is frequently argued. Points 
in favor of this are : 

Uniformly prepared food. 

Saving of labor. 

Slight saving on cost of food. 

The arguments against the plan, on the other 
hand, are: 

More limited menu. 

Food less appetizing, because of the neces- 
sity of reheating. 

Expense of distribution. 

Uncertainty of delivery through mishaps 
and labor difficulties. 

More difficult to take care of special needs. 

The arguments pro and con have been consid- 
ered in Philadelphia and it has been decided that 
the individual school kitchen is more feasible. 

23 



Chapter Four 



THE HIGH SCHOOL LUNCH PLAN 
OF SERVICE 



THE HIGH SCHOOL LUNCH 
PLAN OF SERVICE 

THE school lunch in the high school is served 
at the noon lunch hour, usually in two 
periods of a half hour each, with an inter- 
mission of fifteen minutes between. In the large 
schools lunch is served during the fourth recita- 
tion period. In order to do this the fourth period 
is made a half hour longer than any other period 
of the day. At the beginning of the period one- 
half of the pupils go to the lunch room and the 
other half to their fourth period recitations. The 
designation whether a pupil goes to early or late 
lunch, therefore, is made by dividing the teachers 
into two luncheon shifts. The pupil goes to late 
or early lunch on any given day according to the 
lunch period of his fourth period teacher. At the 
end of thirty minutes the early lunch pupils go to 
their fourth period classes. For the next fifteen 
minutes the entire school is in fourth period reci- 
tations. This gives opportunity for the lunch 
room workers to prepare for the second shift. 
Then those who went to their classes at the begin- 
ning of the period will have completed their forty- 
five minutes in class and go to lunch, the members 

27 



THE SCHOOL LUNCH 

of the first shift remaining in class for the thirty 
minutes while the second shift has lunch. 

In three of the largest high schools as a result 
of overcrowded conditions a three-period lunch 
system has been tried out successfully and has 
resulted in increased sales and increased satisfac- 
tion on the part of the students. In the German- 
town High School where this is in operation there 
are six recitation periods a day for the sixteen 
hundred pupils served in the girls' section, each 
period forty-five minutes in length. The lunch 
period cuts into the fourth and fifth recitation 
periods. Each lunch period is twenty-five minutes 
long, and the twenty minutes between is used by 
the lunch room department to remove soiled dishes 
and prepare for the next shift. The first lunch 
period comes at the end of the third recitation 
period; the second at the end of the fourth; and 
the third at the end of the fifth period. 

The Plan 
1st Lunch Mh Period 5th Period 
Girls having 1st 

Lunch 11.35-12.00 12.00-12.45 12.45-L30 

Uh Period 2nd Lunch 5th Period 
Girls having 2nd 

Lunch 11.35-12.20 12.20-12.45 12.45-1.30 

4th Period 5th Period 3rd Lunch 
Girls having3rd 

Lunch 11.35-12.20 12.20- 1.05 1.05-1.30 

28 




LA!j[1PHU 
Gl! GCHOOI 



Plate 1 — Exact Reproduction of Aluminum Coins, 
Used for Luncheon Checks. 



PLAN OF SERVICE 

Because of roster conditions it is necessary to 
arrange the lunch period so that it varies from 
day to day with different teachers and classes but 
there is no objection to this variation on the part 
of pupils or teachers. The number of individuals 
to a lunch period is almost constant. The last 
lunch, which is at 1.05 o'clock, is not inordinately 
late. 

Ways of Facilitating Service 

Various means are used to quicken and facili- 
tate service. A system of prepayment has been 
established whereby the pupils buy aluminum 
coins either before school in the morning or before 
entering the lunch room. For this purpose cash 
booths are placed outside the entrances to the 
lunch room. The coins are in three denomina- 
tions, one, three and five cents. Plate 1 is a repro- 
duction of the exact size, and shows the marking 
on both sides of the coin. They are usually sold 
in paper bags containing twenty-five cents' worth, 
but pupils may purchase them singly. The use 
of this coin system has many advantages; the 
making of change is eliminated, the coins are 
easier to handle than paper checks, the persons 
serving behind the counter quickly getting used to 
the feel of the different sizes, and they also are 
economical, as they can be used over and over. 

The pupils pay for each article as purchased, 
with the coins, which prevents the holding up of 

29 



THE SCHOOL LUNCH 








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30 



PLAN OF SERVICE 

the line for calculation at the end. Service is 
likewise facilitated by pupils eating the substan- 
tial part of their lunch first and returning for des- 
serts and sweets. The uniform location of foods 
on the counter and the arrangement of the counter 
rails, with entrance and exit at each section, also 
facilitate the service. 

Menu 

The high school lunch must offer a sufficient 
variety of food to serve either as a full noon meal 
or merely to supplement the lunch brought from 
home. The service is a la carte and consists 
usually of a soup and two hot dishes, cocoa with 
whipped cream, two or three varieties of sand- 
wiches, milk, two or more home-made desserts, 
individual bricks of ice cream, fresh fruit, sweet 
chocolate and a variety of cookies. Sometimes 
there is home-made cake as one of the desserts. 

The menu is planned to meet the needs of grow- 
ing children and is made up of foods easily 
digested and simple enough not to tax the diges- 
tive system and divert to the stomach the blood 
supply needed by the brain for study. Coffee, 
pastry, doughnuts, cinnamon buns and rich iced 
cakes are never served in the school lunch room, 
although they were the principal articles served 
in the old type lunch. Sufficient variety is main- 
tained to prevent monotony, menus never being 
repeated on the same days of consecutive weeks. 

81 



THE SCHOOL LUNCH 

In addition to the lunch service to students, 
there is in each school a lunch service to teachers. 
Here the lunch is both a la carte and table d'hote, 
the menu furnishes a greater variety than is 
offered in the students' lunch room and the scale 
of prices is slightly higher. 

The basis of the prices in the high school lunch 
was formerly five cents for soup or substantial 
dish, but since the cost of food materials has so 
greatly increased the price of the latter has had 
to be raised to six cents. Cocoa with whipped 
cream is five cents. Ice cream is seven cents a brick 
and home-made desserts five cents. Crackers and 
cookies are one cent a portion, milk nine cents a 
pint bottle, served with straws, so that no glass is 
necessary, and five cents for a serving in a paper 
cup. Formerly all milk was served in bottles of 
pint and half-pint sizes, but the increased price 
has made it necessary to serve the smaller quan- 
tity in paper cups in order to keep it within the 
reach of a large number of the children who have 
less money to spend. 

The reason it has been possible to maintain such 
a low scale of prices in the school lunches in Phila- 
delphia in spite of the great increase of all food 
prices is due to the increased volume of business 
and the systematizing of the work of the depart- 
ment. Only with the steady increase in the amount 
of the business and the uniformity of service that 
has been established could this be done. 

32 



PLAN OF SERVICE 

Pupils' Menus 

A daily menu in the pupils' lunch room always 
includes the following items : 

Bread or Roll 02 

Cocoa, cup, with Whipped Cream 05 

Milk, pint bottle 09 

Milk, glass 05 

Fresh Fruit in season 02 .03 .05 

Canned Fruit 05 

Sweet Chocolate 01 .02 .03 .05 

Chocolate Almond Bar 06 

Crackers, Cookies, Pretzels, etc 01 

Ice Cream 07 

In addition to the above, typical menus served 
are:* 

Monday 

Turkish Soup 05 

Baked Beans 06 

Scalloped Corn 06 

Ham Sandwich 06 

Egg Sandwich 06 

Lettuce Sandwich 06 

Fruit Tapioca Pudding 05 

Junket 05 

Tuesday 

Vegetable Soup 05 

Hot Roast Beef Sandwich 07 

* These were the prices charged in September, 1920. 
33 



THE SCHOOL LUNCH 

Creamed Asparagus 06 

Tongue Sandwich 06 

Cheese and Nut Sandwich 06 

Lettuce Sandwich 06 

Floating Island 05 

Chocolate Pudding 05 

Wednesday 

Pea and Potato Soup 05 

Baked Hash 06 

Spaghetti and Tomato Sauce 06 

Minced Ham Sandwich 06 

Salmon Sandwich 06 

Peanut Butter Sandwich 06 

Lettuce Sandwich 06 

Fruit Macedoine 05 

Cottage Pudding 05 

Thursday 

Bean Soup 05 

Macaroni with Cheese 06 

Peas and Carrots 06 

Tongue Sandwich 06 

Cheese Sandwich 06 

Lettuce Sandwich 06 

Gingerbread 05 

Apple Meringue Pudding 05 

Friday 

Oyster Soup 05 

Scalloped Salmon 06 

34 



PLAN OF SERVICE 

Mexican Rice 06 

Sardine Sandwich 06 

Lettuce Sandwich 06 

Peanut Butter Sandwich 06 

Fruit Jelly 05 

Mocha Tart 05 

Monday 

Corn Chowder 05 

Baked Beans 06 

Rice and Tomato Sauce .06 

Tongue Sandwich 06 

Lettuce Sandwich 06 

Salmon Sandwich .' 06 

Baked Apple 05 

"Wm. Penn" Pudding. 05 

Tuesday 

Creole Soup 05 

Mashed Potatoes with Gravy 06 

Creamed Carrots 06 

Ham Sandwich 06 

Lettuce Sandwich 06 

Egg Sandwich 06 

Rice Pudding 05 

Coffee Jelly 05 

Wednesday 

Pea Soup. 05 

Scalloped Tuna 1 06 

85 



THE SCHOOL LUNCH 

String Beans 06 

Ham Sandwich. .06 

Cheese Sandwich 06 

Lettuce Sandwich 06 

Sardine Sandwich 06 

Orange Puffs 05 

Cream Tapioca Pudding 05 

Thursday 

Barley Soup .05 

Creamed Dried Beef 06 

Turkish Pilaf 06 

Tongue Sandwich 06 

Peanut and Cheese Sandwich 06 

Lettuce Sandwich : . . . .06 

Lemon Butter Sandwich 06 

Snow Pudding , 05 

Scalloped Apples 05 

Friday 

Oyster Soup 05 

Fish Omelet 06 

Spaghetti and Sauce 06 

Sardine Sandwich 06 

Lettuce Sandwich 06 

Minced Ham Sandwich 06 

Chocolate Cake 05 

Cup Custard 05 

36 



PLAN OF SERVICE 

Faculty Menus 

The daily menu for the faculty lunch room 
always includes the following items: 

Roll or Bread 02 

Butter 02 

Tea, Coffee or Cocoa (cup) 05 

Tea, pot 10 

Milk, pint bottle 09 

Milk, glass 05 

Buttermilk, pint bottle 06 

Fresh Fruit in season 02 .03 .05 

Canned Fruit . . 06 

Sweet Chocolate. .02 .03 .05 

Sandwiches (Ham, Tongue, Cheese, Salmon, 

Peanut Butter, Egg or Lettuce) 07 

Crackers, Cookies, Pretzels, etc 01 

Ice Cream 07 

In addition to the above, the following is a sam- 
ple menu for two weeks : 

Monday 

Cream of Tomato Soup. 06 

Baked Ham 18 

Glazed Sweet Potato 07 

String Beans 07 

Egg Salad 12 

Fruit Tapioca Pudding 06 

Junket 06 

Individual Apple Pie 06 

37 



THE SCHOOL LUNCH 

Tuesday 

Vegetable Soup 06 

Roast Beef .18 

Franconia Potatoes 07 

Creamed Carrots 07 

Banana Salad .12 

Rice Pudding 06 

Chocolate Pudding 06 

Cream Puffs .06 

Wednesday 

Bean Soup 06 

Cottage Pie. 15 

Creamed Peas 07 

Tomato Salad 12 

Fruit Jelly 06 

Cottage Pudding 06 

Thursday 

Creole Soup 06 

Creamed Chicken ^. .18 

Rice Croquette 07 

Apple and Celery Salad. 12 

Chocolate Cake 06 

Lemon Jelly 06 

Cup Custard 06 

Friday 

Clam Chowder 06 

Oyster Fricassee 15 

Parsley Potatoes 06 

38 




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PLAN OF SERVICE 

Pineapple and Cheese Salad 12 

Mocha Tart 06 

Spanish Cream 06 

Monday 

Cream of Pea Soup 06 

Liver and Bacon 15 

Scalloped Potatoes 07 

Buttered Beets 07 

Asparagus Salad 12 

Baked Apple 06 

Chocolate Bread Pudding. 06 

Tuesday 

Turkish Soup 06 

Roast Veal 18 

Potato Puff 07 

Creamed Cauliflower 07 

Fruit Salad 12 

Gingerbread 06 

Soft Custard 06 

Orange Jelly 06 

Wednesday 

Vegetable Soup. 06 

Salmon Cutlet 15 

Creamed Peas 07 

Cabbage and Nut Salad 12 

Orange Blanc-Mange 06 

Chocolate Sundae .06 

39 



THE SCHOOL LUNCH 

Thursday 

Com Chowder 06 

Lamb Fricassee 15 

Sweet Potato Croquette 07 

Carrots and Peas 07 

Tomato and Celery Salad 12 

Sponge Cake 06 

Pineapple Jelly 06 

Rice Custard 06 

Friday 

Oyster Soup 06 

Fillet of Cod 15 

Parsley Potatoes 07 

Stewed Tomatoes 07 

Waldorf Salad 12 

Apricot Tart 06 

Raisin Pudding 06 

Snow Pudding T 06 

Floor Plan and Details of Arrangement 

In Philadelphia nearly all of the high school 
buildings are planned with the basement floor 
entirely above the ground level. This is shown in 
the frontispiece. The kitchen, store rooms and 
lunch rooms are all located on this floor, with an 
entrance for the delivery of supplies directly from 
the street into the lunch department. 

The central idea in planning the working area 
for the school lunch is three-fold : to save steps in 

40 



PLAN OF SERVICE 

the preparation and serving of food ; to secure the 
comfort of the workers; and to insure sanitary 
conditions — light, air, drainage and ventilation. 
The aim is to have as small a space as possible 
for handling the estimated volume of business. 
The floor plan illustrated in Plate 2 is adequate to 
serve from two thousand to three thousand 
persons. 

This area includes kitchen, dish-washing room, 
pantry, store room opening from the pantry, dieti- 
tian's office, room for workers, the teachers' din- 
ing room and the serving counter for the pupils. 

The arrangement and equipment of a school 
lunch kitchen is entirely different from that of 
the regular cafeteria or restaurant kitchen 
because the type of service is different, only one 
meal a day being served and that necessarily in a 
very short period of time. Simplicity of equip- 
ment and simplicity of service are essential, and 
compactness is the very keynote of facility. These 
points must be kept in mind at each step in fitting 
a school lunch kitchen. 

It will be noted in the illustration of floor plan 
that there are five feet of free space around the 
important pieces of stationary equipment, between 
work table and sink, between sink and stove, etc., 
and that a long work table occupies the center of 
the kitchen space. 

There are two sinks, a deep two-compartment 
one for pots and pans, of galvanized iron with 

41 



THE SCHOOL LUNCH 

double drainboards of the same ; the other, a salad 
sink of porcelain with double wooden drainboards 
which is reserved for washing salads and sand- 
wich materials. This is adjacent to the table 
which is used for preparing sandwiches and this 
sandwich table is placed near a door close to that 
portion of the counter where the sandwiches are 
served. The meat slicer also is in this section of 
the room so as to be in constant readiness during 
the serving period for slicing meats and bread for 
additional sandwiches. 

As the lunch department is located in the base- 
ment it is important to have the kitchen and dish- 
washing room well ventilated. This is done by 
placing a hood over the entire cooking section of 
the kitchen, as illustrated in Plates 3 and 13. This 
hood is connected with a flue, and all odors are 
drawn out by means of an electric fan. The dish- 
washing room is also connected with this ventilat- 
ing system. 

The kitchen floors are of cement, cork or com- 
position, sloping toward suitably located drains, 
so that they may be flushed and kept thoroughly 
clean. Cement floors are undesirable because they 
are hard and cold to stand upon and under cer- 
tain atmospheric conditions it becomes damp and 
slippery. 

It is advisable to have the dish-washing room 
shut off from the kitchen by a dividing wall 
because of the steam and of the noise. The loca- 

42 




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PLAN OF SERVICE 

tion of the dish-washing machine controls the 
amount of work in connection with the handling 
of dishes. It should be centrally located in rela- 
tion to the counter and the dining-room, with a 
window opening on the counter so that soiled and 
clean dishes may be passed through with little 
handling. The arrangement of shelves and tables 
about the dish-washing machine depends upon the 
kind of machine used, so that dishes may be put 
in and taken out most conveniently. The type of 
washer is therefore decided upon before shelves 
and tables are placed. 

Arrangement op Pantry 

The pantry is used as the receiving and dis- 
tributing room for food materials and as a place 
for preparing desserts and salads. It is equipped 
with a work table ; with shelves to hold those sup- 
plies which need to be close at hand, such as a con- 
venient supply of flour, sugar, spices, etc. ; with 
some of the smaller cooking utensils, and with 
scales. The scales are placed near the door so that 
as the supplies are received they may be weighed 
and checked and then put either in the refrigera- 
tors or in the inner store room. 

There are two refrigerators in the pantry, one 
for butter and milk, in which nothing else is kept, 
and a second larger one with a separate compart- 
ment for meat, one for fruit and vegetables and 
one section for miscellaneous articles and large 

43 



THE SCHOOL LUNCH 

enough to hold a crate of eggs. In schools where 
there is cold storage machinery, brine refrigera- 
tion is used, because of the greater economy and 
cleanliness. 

Opening from the pantry is the store room, 
which may vary somewhat in size and shape 
according to the space obtainable. It has deep 
shelves on two sides with space under the shelves 
where barrels and cases may be kept. This store 
room may be the sole storage space but it is 
advisable to have elsewhere, as conveniently 
located as possible, an additional store room 
where surplus supplies are kept. In this extra 
store room there should be a cool section where 
potatoes and green vegetables may be safely 
stored for a long period. This makes it possible 
to buy in large quantities. 

Dietitian's Office 
Near to the service entrance to this depart- 
ment and adjacent to the kitchen, is located the 
dietitian's office. It is here that all of the cler- 
ical work of the department is carried on, the 
planning of menus, counting money and lunch- 
eon checks, making up the weekly reports, tele- 
phoning the daily orders, etc. The dietitian also 
uses this room for conferences with the director 
of the department during her frequent visits to 
the school and with her helpers who may need 
a word of encouragement or a possible reprimand 
for some carelessness in work or conduct. This 




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PLAN OF SERVICE 

room is also used as a dressing room by the 
dietitian and her assistant, as they must change 
from street dress to uniform each day before 
beginning the work of the day. 

A dressing and rest room for the workers of 
the lunch department is provided. It is furnished 
with individual steel lockers, hand basin and 
toilet, dressing table, chairs and a couch. 

Arrangement of Dining-Rooms 

The teachers' and pupils' dining-rooms are in 
close proximity to the working area so that food 
is carried as short a distance as possible. The 
teachers' dining-room shown in Plate 4 is 
equipped with a counter for cafeteria service 
which is supplied with drawers, steam serving 
table with hot closet beneath, with an electric hot 
plate for heating water, also electric toaster, and 
with coffee and cocoa urns. A small refrigerator, 
a sink behind the counter for washing dishes and 
a china closet are part of the equipment in this 
room. Extension tables and chairs are used for 
the teachers and the dining-room is made as rest- 
ful and attractive as possible. 

The pupils' dining-room is fitted with station- 
ary tables and swinging stools, the tables being 
placed far enough away from counters to permit 
of free passage. There is a check booth- at both 
entrances to the dining-room. 

45 



THE SCHOOL LUNCH 

A large dining-room with a seating capacity of 
five hundred is shown in Plate 5. The counter is 
dimly visible in the extreme end of the room. 

Menu boards are placed where they can be 
clearly seen, one near each cash booth and 
another over the counter. The menu cards are 
stenciled, the letters being about an inch in height, 
so they can be clearly read at a distance, and 
the boards are grooved so the cards may be slipped 
in easily. These boards are made in the school 
workshops. All cards are kept indexed in a drawer 
in the counter, so they are ready for use from time 
to time. 

Counter Arrangement and Equipment 

Nothing is more important to success in serv- 
ing the school lunch than the arrangement of the 
counter. The counter space must be sufficient to 
serve without crowding and yet not so great as to 
overtax the workers or require an additional num- 
ber. The counter should be accessible to as many 
points of the dining-room as possible. The shape 
is somewhat determined by the plan and location 
of the room. 

A long counter located in the centre of one side 
of the room is very desirable because the dietitian 
can observe all parts of the serving from one 
point. The floor plan illustrated in Plate 2 shows 
the counter around two sides of the kitchen, which 

46 




P4 

h> 
o 

OS 

o 



PLAN OF SERVICE 

is a very convenient arrangement. The serving 
here is done with greater ease because fewer 
steps are necessary than with the long straight 
counter. 

On the outside of the counter are rails to direct 
the pupils. (See Plate 6.) These have openings for 
entrance and exit according to the groupings of 
the food so that the lines do not have to go the 
full length of the counter. For instance, where 
the hot food ends there is a break in the railing, 
another where the ice cream section ends, etc. The 
use of this form of rail is shown in Plate 7, where 
two lines of pupils are grouped at the steam table 
and a third line at the sandwich section. 

The counter is equipped with a steam serving- 
table, from which all hot foods are served, with 
cocoa urns and ice cream cabinets. It has a hot 
closet under the serving table to keep plates and 
soup bowls warm, with an additional plate warmer 
behind the counter. This is shown in Plates 6 and 
8. A closet for cold dishes is placed in the rear 
of the ice cream cabinet. Beneath the counter are 
drawers for sandwiches, rolls and bread, cookies 
and a section with sliding shelves to hold desserts 
ready for serving. (See Plate 9.) There are also 
drawers for silver from which the boxes on the 
counter are refilled when needed. Back of the 
counter along the walls are closets to hold dishes 
and boxes of crackers, cookies and chocolates so 
that the counter supplies may be quickly replen- 

47 



THE SCHOOL LUNCH 

ished. Drawings of sections of the counter are 
shown in Plates 10 and 11. 

In the rear of the counter there is a hand basin 
and paper towels so that the workers and student 
aids may keep their hands clean at all times with- 
out returning to the kitchen. 

The counter top should be of ash or oak treated 
with a liquid hardener to preserve the wood. This 
prevents the roughening of the surface which 
otherwise would be caused by the daily scrubbing 
necessary to keep the counter immaculately clean. 

The steam table for hot foods is located at a 
central point in the counter. The rail is divided in 
the middle of the steam table so that the lines 
may have access to the hot foods from two points. 
All other service is duplicated, cocoa, ice cream, 
sandwiches and milk, cookies, chocolates, etc., as 
shown on the plan of the counter. This plan of 
duplicate service and the two or three lunch 
periods make it possible to serve the large num- 
ber of pupils very comfortably in the short time 
allowed for lunch. 

The display of the food on the counter is of 
great importance and bears a distinct relation to 
the amount of the sales. All foods should be 
attractively arranged, with a clear division 
between the different groups. Over the cookies, 

48 



THE SCHOOL LUNCH 

crackers, chocolates and fruits are placed the 
prices, since these vary slightly for different varie- 
ties. Coin checks are handed over the counter for 
each food as it is purchased. The coins are 
dropped by the persons serving into locked boxes, 
conveniently placed behind the counter. 

Adaptation for Smaller Lunch Room 

All details of arrangement as described here are 
for the school lunch on a large scale. Adaptations 
would have to be made for the smaller school. 
Many of the labor-saving devices necessary in the 
large kitchen would be unnecessary and extrava- 
gant in the small kitchen. Dish-washing, for 
instance, can be done by hand. Steam cookers are 
unnecessary if the stoves are supplemented by 
fireless cookers. If there is a good-sized closet in 
the kitchen a store room may be eliminated, 
although it is always desirable. It is advisable, 
even for the small school, to have a dietitian's 
office and a locker room for the workers. 

Separate cafeteria service for the teachers is 
not necessary in the small school, but service for 
the teachers can be arranged at one end of the 
pupils' counter and they can carry their food to 
their own dining-room. The duplication of ser- 
vice as for the large school is not necessary. A 
gas-heated table will serve for keeping food hot, 
as steam is seldom available in a small school. 

50 



PLAN OF SERVICE 




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51 



Chapter Five 



THE WORKING FORCE OF THE 
HIGH SCHOOL LUNCH 



THE WORKING FORCE OF THE HIGH 
SCHOOL LUNCH 

THE working force necessary to serve a 
school lunch depends upon several factors : 

Character of menu. 
Tjrpe of service. 
Number of pupils in the school. 
Amount of co-operation on the part of 
pupils. 

It is usually considered as a basis for calcula- 
tion, for the tj^e of menu served in the Philadel- 
phia schools, that one worker is necessary to a 
school with a hundred pupils or up to a hundred 
and twenty-five. For a school with a hundred and 
fifty pupils one full time and one half-time worker 
are necessary. The number of workers will not 
increase, however, in exact ratio to the number 
of pupils, as the proportion of workers naturally 
decreases with increasing numbers of persons 
served. 

In a high school with eighteen hundred to two 
thousand students, where there are convenient 
arrangements and a fair measure of co-operation 
on the part of the students, the minimum force 
necessary, in addition to a dietitian and assistant 

65 



THE SCHOOL LUNCH 

dietitian, is seven full time women workers, three 
half-time women workers and one man, full time. 
This force takes care of about two thousand sales 
of substantial foods a day and a thousand sales 
of fruits, chocolates and crackers. 

The Philadelphia high school lunch system 
employs in all: 

15 Dietitians in charge of lunch rooms. 

8 Assistant dietitians. 

124 General helpers. 

228 Student aids each day. 

The Dietitian 

The success of a high school lunch room depends 
very largely upon the dietitian, as she gives the 
stamp to the place and is responsible for the run- 
ning of the machinery. She works under the 
director of school lunches, but is responsible for 
the management of the individual lunch room and 
for all of its employees. She has nothing to do 
with the equipping of the lunch room, but takes 
charge when it is ready to operate. She works 
eight hours a day five days in the week and 
receives a salary rated on the present basis of the 
teachers of domestic science in the elementary 
schools, paid in ten instalments. 

During her working hours the dietitian wears 
a white uniform, cap and white shoes and stock- 

56 



THE WORKING FORCE 

ings. Her very appearance strikes the keynote 
of the lunch room in contrast with that of the 
street vender or the old type concessionaire. 

Qualifications op the Dietitian 

The first qualification of the dietitian is that 
she shall be a home economics graduate or that 
she must have the equivalent of that training 
in previous experience. Because the work she 
has to do calls for quick action, for correlation 
with the other work of the school and for 
careful dealing with people of all ages and kinds, 
the successful dietitian needs to be a very well 
rounded person. She should be fortified with an 
inordinate amount of common sense and soimd 
judgment. She should have business ability, tact, 
a cheerful disposition and poise. She must be 
prompt, and, above all else, she should be drawn 
into the work through a knowledge of and a genu- 
ine interest in the subject of school feeding so that 
at all times she pledges her energies to maintain 
ideals and standards. 

Duties of the Dietitian 

The duties of the dietitian may be considered as 
threefold in character: scientific, executive and 
social. It is hard to say which phase is of great- 
est importance. Under the first, or scientific, 
come her duties as director of the food prepara- 
tion of the lunch room; under the second, her 

57 



THE SCHOOL LUNCH 

duties as head of her corps of workers and the 
responsibility of ordering supplies and directing 
the management; and under the third come the 
important duties of winning the co-operation of 
principal and teachers and of dealing tactfully 
with the children. 

In her scientific capacity she plans all the menus 
for the lunch room both for pupils and teachers. 
These menus are made up of the standard recipes 
of the department with some slight variations. 
They are planned with a view to nutrition and to 
well-balanced combinations, the dietitian always 
keeping in mind the seasons and the food supplies 
on hand. She should utilize the supplies wisely, 
and especially towards the end of the school must 
so plan the menu as not to leave surplus stock of 
perishables in the larder. As a basis for her 
recipes she uses "Institution Recipes," but she 
keeps on hand a book in which recipes are adapted 
to just the quantities served in her particular 
school. This is a valuable part of her office equip- 
ment and is at hand for reference in case the dieti- 
tian is absent and someone else takes charge. 

In addition to the planning of the menus, the 
dietitian actually supervises the preparation and 
cooking of the food so as to be sure that it is 
properly done, instilling in her workers the neces- 
sity for absolute cleanliness and sterilization in 
the handling of food, and the great importance of 
careful seasoning. 

B8 , 



THE WORKING FORCE 

She should inspire all her workers with a desire 
to have the food served each day as nearly per- 
fect in taste and appearance as it can possibly be 
made. The motto of the lunch room should be 
"Trifles make perfection and perfection is no 
trifle." 

In her executive capacity fall the larger range 
of the dietitian's duties. She is responsible for 
the food from the time it comes in as raw mate- 
rial until it is consumed, for most of the ordering, 
for some of the buying and for keeping a careful 
account of all foods brought in and used. Within 
her province comes the ordering of all foods that 
are delivered daily, milk, bread and ice cream, and 
perishable vegetables and fruits which can best 
be secured within a short radius. As a means of 
keeping track of these orders she has always on 
her desk a book in which are recorded daily the 
amounts of each of these foods ordered and at the 
end of the day the amounts left over, as a guide 
for the next day's order. This method of record- 
ing orders is uniform with all the dietitians so 
that in case of substitution when a dietitian is 
absent from her post, the newcomer has but to 
refer to the order book as a guide. 

Once a week, on Friday, the dietitian sends 
to the director's office an order for meat, butter, 
eggs, crackers and cookies which may be needed 
for the school during the week to come. Once 
a month she sends in to the central office an order 

69 



THE SCHOOL LUNCH 

for staple groceries. On delivery of supplies she 
checks the invoices and has all food weighed to see 
that the invoice tallies with the order and that the 
correct weight and quantity are delivered. 

As a part of a large system in which leakage 
or inaccuracy would mar the whole plan, she has 
to make careful reports to the central office. These 
reports, some of which are sent in weekly and 
some monthly, show a record of the supplies 
received and on hand, menus served to pupils and 
faculty, portions served, cash receipts and receipts 
in coin checks. (For detailed account of these 
reports see chapter on System of Records and 
Accounting.) 

Among the dietitian's duties also is a monthly 
counting of all silver and dishes to see if there 
are any shortages and at the end of each term to 
examine all equipment, see what needs replacing 
or mending, and to make out requisitions for 
replacement, so that the lunch room may start 
fully equipped at the beginning of the fall term. 

The dietitian likewise sends in to the director 
the payroll of her workers and pays them each 
week with a check sent from the central office. 

In her social capacity the dietitian can do much 
to bring about the co-operation of principal, teach- 
ers and students with the lunch room, although 
that is a fifty-fifty undertaking, and unless her 
interest is met by the interest of the principal 
she is greatly hampered. 

60 




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THE WORKING FORCE 

Where student government is in operation in the 
school, the dietitian attends meetings of the stu- 
dent governing body and, with the pupils, works 
out plans for keeping order in the lunch room, for 
directing the service and helping to clean up after 
lunch. 

If a student grows careless along any line, the 
magic words "student government" are all that is 
necessary to insure the usual co-operation, and 
the forgotten dishes are promptly returned to the 
counter or the waste paper placed in the baskets 
provided for that purpose. In some schools where 
there is no student government as a basis with 
which to work, the dietitian can infuse an atmos- 
phere of tidiness and dignity into the lunch room 
by encouraging the boys who like to eat at a clean 
table, setting apart special tables and giving them 
paper napkins. This example very rapidly spreads 
through the school. 

Each lunch room is provided with a set of food 
charts which are issued by the United States 
Department of Agriculture, which give the com- 
position of different kinds of foods. These charts 
and others showing the proper combinations of 
foods to furnish a wholesome luncheon, are placed 
on the walls in a conspicuous part of the room, as 
shown in Plate 12. The interest created by the 
charts gives the dietitian the opportunity of talk- 
ing with the pupils and guiding them in the choice 
of suitable luncheons. 

61 



THE SCHOOL LUNCH 

The Dietitian's Meeting 
Once a month, on Saturday morning, all dieti- 
tians in the department meet with the director to 
talk over various phases of the work in the differ- 
ent schools and to gain new ideas from each other 
and suggestions from the director. This family 
council is important in keeping up the spirit and 
stimulus of the work. The usual plan of the meet- 
ing is sometimes varied by having a qualified per- 
son give a talk on some pertinent topic, as the 
manufacture of a food product, or the use of 
labor-saving equipment. The director or one of 
the dietitians may give a report of a Home Eco- 
nomics Conference, her impressions of a recent 
visit to school lunches in another city, or other 
subject of interest to this group. Occasionally a 
visit is profitably made to an ice cream plant, a 
soup factory, or the well-equipped kitchen of 
restaurant, hotel or tea room. 

The Student or Assistant Dietitian 
In schools where the lunch service is too large 
for the direction of one dietitian an assistant is 
assigned, and this assistant is usually a student 
dietitian who wishes to become a directing dieti- 
tian in the Philadelphia system or to work in some 
other city. The system, therefore, offers this 
practical training course as subsidiary part of the 
work. 

The student dietitian must be a graduate of a 
recognized home economics school. She receives a 

62 



THE WORKING FORCE 

nominal salary, during the period, from five to ten 
months, when she is in training, which is consid- 
ered merely maintenance. She is then in line for 
promotion to the position of a head dietitian in 
Philadelphia, or, if she prefers, to go into the 
school lunch system in another city. 

The student dietitian works on the same sched- 
ule of hours as her superior and also wears a 
white uniform. She assists the dietitian in what- 
ever way may be necessary. During the course of 
her training she usually does every part of the 
work so that she may become thoroughly familiar 
with each detail, may gain confidence and get a 
sjnnpathetic attitude towards the workers whom 
she may later have to direct. Usually she is in 
direct charge of the kitchen, doing a good deal of 
the actual preparing and cooking of the food. 
She takes her turn in serving behind the counter, 
keeping the record of sales, and she often acts 
as cashier. 

The advantage of this apprentice system is two- 
fold. It gives the worker the benefit of a valua- 
ble practice school to supplement her theoretical 
training before she takes a regular position and it 
likewise gives the lunch system well-trained work- 
ers upon whom it may draw for filling vacancies. 

General Helpers 
The dietitian has from one to ten or more work- 
ers to assist her in the lunch room, according to 
the demands of the service. Some of these helpers 

63 



THE SCHOOL LUNCH 

work for eight hours a day, from eight to four 
o'clock, and others work half a day or four hours. 
The wages are increased on a regular scale, accord- 
ing to the character of the work and the length of 
the time the worker is employed. These workers 
are paid by the week, receiving extra for over- 
time or Saturday work, and are paid for all holi- 
days during the school term. All of the employees 
receive their lunch. These women helpers are 
usually secured by personal recommendation and 
nearly always live in the neighborhood of the 
school. They are frequently older women whose 
training has been that of home-makers and who 
are not fitted for factory work and yet find in the 
school lunch rooms, because of the shorter work- 
ing week, a satisfactory means of livelihood. 

The work which these helpers do is that of pre- 
paring and cooking, serving and cleaning up. A 
man usually attends to the cleaning of the 
lunch rooms and operating the dish-washing 
machine. According to the plan of work, each 
helper has her definite duties in the preparation 
or cooking and in the cleaning after lunch is over, 
and all help during the period of serving, each 
having her regular place at the counter and her 
part of the serving. 

The women assistants wear a white shirt-waist 
and black skirt. A white serving apron is fur- 
nished by the department. 

The same standard of cleanliness is required of 
these workers as for the dietitian and her assist- 

64 



THE WORKING FORCE 

ant and they are thoroughly imbued with the 
spirit of the lunch room. No one who is dissat- 
isfied is kept. The fact that the work is made 
interchangeable and that the dietitian and her 
assistant work side by side with the helpers 
removes from the work any suggestion of the 
menial. 

A sufficient corps of workers is maintained in 
each school so that if one is absent the service is 
not crippled. 

Student Aids 

As a means of supplementing the working force 
of the lunch room and of linking the system more 
closely with the school, student aids are used to 
assist with the serving of the lunch. From ten 
to fifteen of these aids serve during the lunch 
period each day. They are chosen in different 
ways in different schools. In some schools they 
are selected from the honor students and are 
under the supervision of a teacher. In other 
schools certain pupils from special classes are 
assigned in rotation from the lower classes of the 
school and they work under the supervision of a 
senior. The advantage of this plan is that these 
pupils are in the school for several successive 
years and become well trained to their duties. 

The boy aids wear white coats and the girls 
white aprons, furnished by the department. They 
are paid in money, ten cents for half the lunch 
period. 

65 



THE SCHOOL LUNCH 

The student aids are impressed with the obliga- 
tion of their agreement and if they fail to treat 
it as a business arrangement they are not retained 
as helpers. 

This system of student aids is of co-operative 
value; it helps the pupils and it assists the dieti- 
tian. It shows the pupil the value of promptness, 
as he sees in the congestion of the line a definite 
result of his tardiness. He also gains habits of 
neatness in serving food. He is aided financially, 
often earning enough to pay for his lunch or some 
of the many incidental school expenses that are a 
tax on the family pocketbook in these times of 
high cost of living. Last year about $4,000.00 
was paid to student aids. The student aid also 
acquires a personal interest in the lunch room, 
when he has once served behind the counter. This 
is a feeling that the dietitian is anxious to foster. 
The student is of value to the dietitian not alone 
for the help he gives at service time but he keeps 
her in touch with the school activities, preparing 
her for a "slow day" at the lunch counter on the 
day that the school paper comes out or a class 
excursion reduces the number of patrons. The 
student aid is also a means of gathering the crit- 
icisms of the pupils, (because he is personally 
acquainted with the dietitian he will talk with her 
freely and in this way she can get the view of the 
pupils and often correct a misunderstanding or 
give a valuable food lesson in a few words. 

66 



Chapter Six 



EQUIPMENT FOR THE HIGH 
SCHOOL LUNCH 



EQUIPMENT FOR THE HIGH SCHOOL 
LUNCH 

THE equipment for any high school lunch 
room is determined by the type of menu 
served and the extent of service. In the 
Philadelphia schools the equipment is arranged 
for a standardized menu, which does not vary 
greatly within the limit set. As the breads are 
all bought, there is no baking equipment 
necessary. 

The school lunch kitchens are adequately 
equipped with labor-saving machines because 
these devices have been found to pay for their 
cost many times over in facilitating service and 
in reducing labor costs. The labor savers which 
have proved absolutely essential in serving large 
numbers of people in a short time, as must be 
done in the school lunch, are dish-washing 
machines, meat and bread slicers, potato peelers, 
food choppers and kitchen mixers, the last three 
with electric motor attachment. (See Plate 13.) 

Gas ranges, it has been found, are more prac- 
tical than coal, because they are cleaner, easier to 
vv^ork with and the heat is available at all times 
and at whatever degree needed; they likewise 
do not heat the kitchen so much and are more 

69 



THE SCHOOL LUNCH 

comfortable for the workers. The gas ranges are 
largely supplemented by steam cookers wherever 
steam is available. As steam is a product within 
the building in the large schools, it can be used 
for cooking purposes with very little extra expense 
to the school. The cookers being stationary and 
requiring no handling are more practical for large 
quantity cooking. Fireless cookers, likewise, are 
used a great deal as a means of economy and con- 
venience, especially in the smaller schools where 
steam is not available. In many cases all the veg- 
etables for soups are started in the afternoon and 
left overnight in the fireless cookers. Hams also 
are cooked in the fireless cookers. 

The kitchen must be amply provided with work 
tables. Those built with metal frames and ash 
or oak tops have been found desirable. The cooks* 
tables are made with two drawers for knives, 
spoons, etc., a shelf about one foot from the floor 
and a pot rack supported from either end by 
uprights securely fastened to the ends of the table. 

Aluminum utensils are used wherever possible 
because they are durable, easily kept clean, quickly 
heated and hold the heat a long time. Even for 
the large steam cookers aluminum has been found 
more practical than the copper- jacketed kettles. 

In deciding upon the number of dishes and the 
amount of silver necessary for a school lunch 
the plan of service must be taken into considera- 

70 




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EQUIPMENT 

tion^ the number of lunch periods and the length 
of intermissions between. Where ice cream is 
served, the number of saucers has to be propor- 
tionately large because they cannot be used hot 
and therefore a sufficient number must be pro- 
vided to last through the whole lunch period. It is 
always necessary to provide a larger number of 
teaspoons than any other article of silver. 

The kind of tables and benches in a school 
lunch room is very important. The Philadelphia 
schools, after some experimenting, have found 
that where the lunch room is used for that pur- 
pose alone, stationary tables with attached swing- 
ing stools are the most practical. They save 
space, reduce confusion and noise during the lunch 
hour, and make it possible to clean the room 
quickly and easily. As shown in Plate 5, the 
detailed drawings of which are given in Plate 14. 

In one school benches with broad arms have 
been tried out, but they have not proven satisfac- 
tory because in cleaning the floor it takes two 
persons to lift one bench. They contribute to 
breakage because the pupils are apt to knock 
dishes off the arms in passing. 

The number of seats necessary in a lunch room 
depends upon the number of lunch periods. With 
two periods there should be from one-third to a 
half as many seats as there are pupils in the 

71 



EQUIPMENT 

school. A school of two thousand children can 
manage with eight hundred seats, as not all of the 
children remain in the lunch room during the 
whole lunch period. 

List op Equipment for School of 2000 to 3000 

The following is the list of equipment used in 
the Philadelphia High School Lunch Room pro- 
viding noon lunch for 2000 to 3000 pupils and 125 
teachers : 

Dietitian's Office Equipment 

1 sanitary base desk 

1 desk chair 

1 wardrobe 

1 four-fold screen 

1 rug 

1 hand basin 

1 mirror 

1 small table 

3 chairs 

1 rubber stencil set 

Equipment for Room for Women Helpers 

Hand basin 

Toilet 

Steel lockers 

Dressing table and mirror 

Chairs 

73 



THE SCHOOL LUNCH 

Kitchen and Pantry Equipment 

1 three-oven gas hotel range 

1 24-in. gas broiler 

2 40-gallon steam- jacketed kettles (aluminum) 
1 25-gallon steam-jacketed kettle (aluminum) 
1 two-section upright vegetable steamer 

1 meat slicer 

1 electric potato-paring machine 

1 electric food chopper 

1 electric mixing machine 

1 steam dish washer 

1 cook's table with drawers and under shelf 

2 pantry tables with drawer and under shelf 
1 small pantry table 

1 saucepan rack attached to cook's table 

1 pot sink and drain boards 

1 porcelain sink and drain boards 

1 large refrigerator, underdrained 

1 small refrigerator for milk and butter, under- 
drained 

6 dish trucks with rubber tire castors 

1 platform truck with rubber tire castors, plat- 
form 24 in. X 36 in. 

1 No. 4 Seely fireless cooker 

6 stools, two feet high 

1 6-ft. step ladder 

2 2-ft. step ladders 

White Enamel Ware 
2 1-pt. pitchers 
2 2-qt. pitchers 

74 



EQUIPMENT 

8 4-qt. pitchers 

3 12-qt. pails 

2 doz. instrument trays, 10 in. x 16 in., smooth 
bottom, without lip 

2 doz. pans to fit into openings in steam serv- 
ing table 

6 half-pint ladles 

6 one-third-pint ladles 

2 1-pt. funnels 

Tin Ware 

12 sets muffin pans (12's) 
2 20-qt. retinned mixing bowls 
2 30-qt. retinned dish pans 
2 extra heavy retinned bakers' Qgg basins, 

81/i qts. 
2 extra heavy retinned bakers' eg^ basins, 

10 qts. 
2 extra heavy retinned bakers* egg basins, 

12 qts. 

1 No. 110 retinned colander 

2 1-qt. milk dippers 
6 T apple corers 

2 No. 1 biscuit cutters. 

4 bakers' glace racks, 25 in. x 19 in. 
4 pans 1 in. deep, 25^ in. x 19 in. 

3 3-qt. block tin saucepans 

1 5-gal. extra heavy block tin cereal cooker, 

copper bottom 

4 flour dredges 

2 flour sifters 

75 



THE SCHOOL LUNCH 

4 tin scoops for flour 

3 1-qt. graduated measures 
12 ^-pint graduated measures 

2 nutmeg graters 

6 6y2-m. heavy bowl strainers 

6 8-in. heavy bowl strainers 

1 9-in. puree sieve 

2 half -sheet graters, 8 in. 
12 1-qt. "brown bread" tins 
12 deep pie plates, 10 in. 

2 French bread boxes 
y2 doz. japanned trays, 19 in. x 24 in. 

Aluminum Ware 

6 17-(4-qt. cereal cookers 

4 Si/^-qt. cereal cookers 
2 6 -qt. cereal cookers 

1 1 -qt cereal cooker 
12 5 -qt. pudding pans 

2 14 -qt. preserving kettles 

2 10 -gal. stock pots with spigot and cover 

2 14 -qt. stock pots with cover 

8 doz. serving trays, 161/^ in. xl2l^ in. (for 

teachers) 

6 ^-pt. soup ladles 

2 tea kettles 
6 saute pots 

Wooden Ware 

3 26-in. paddles 

6 6-in. soap dishes 

76 



EQUIPMENT 

2 16 in. X 20 in. pastry boards 

2 rolling pins 

2 chopping boards, 10 in. x 12 in. 

2 towel racks, 8-arm 

6 14-in. French wooden spoons 

6 12-in. French wooden spoons, slotted 

3 flour-barrel covers 
3 sugar-barrel covers 

Iron Ware 

3 round sad iron heaters 

6 roasting pans, 20 in. x 14 in. x 4 in. 

12 Russian iron gingerbread pans, 10 in. x 15 

in. X 21^ in. 

2 double hotel fryers, deep 

2 13-in. frying pans 

6 16-in. iron basting spoons 

6 18-in. iron basting spoons 

Miscellaneous 
5000 aluminum 5c coins 
2500 aluminum 3c coins 
3000 aluminum Ic coins 

1 doz. cash boxes, 4i/^ in. x 7 in. x 3 in., with 

slot large enough to admit a silver dollar 

2 nickel clocks, 4-in. diameter 

4 cooks' forks, 4i/^-in. tines 

1 No. 3 food chopper (Universal) 

2 dial scales, 25 lbs. capacity. 

1 portable platform scale, with platform 15 in. 

x 21 in., 14 lb. to 400 lbs. capacity 
1 meat saw, 14 in. 

77 



THE SCHOOL LUNCH 

1 8-in. market cleaver 

2 pairs 7-in. shears 
2 12-m. steels 

2 8-in. spatulas 

2 9-in. French knives 

4 7-in. French knives 

2 4-in. French knives 
1 bread knife 

12 paring knives 

6 case knives 

6 case forks 

6 plate scrapers 
12 nickel tablespoons 
12 nickel teaspoons 

1 "quick and easy" lemon squeezer 

1 hotel egg whip 

1 sensible egg whip 

3 large Ladd egg beaters 

2 hotel wire potato mashers 

2 potato ricers, round and seamless 
1 bread slicer, Sterling No. 20 

1 Elgin butter cutter 

2 corkscrews 

6 Delmonico can openers 

1 force pump 

2 handle pot chains 

1 pr. ice tongs 

2 ice picks 

1 hammer 

2 hatchets 

1 screw driver, 4 in. 



78 



EQUIPMENT 

1 monkey wrench 

1 Stillson wrench, 10 in. 
4 paper towel holders 

2 glass lemon reamers 

3 doz. jelly glasses 

1 doz. 2-qt. Mason jars 
1 doz. 1-qt. Mason jars 

1 doz. 1-pt. Mason jars 

25 doz. earthen custard cups 

6 6-in. earthen bowls 

6 10-in. earthen bowls 
12 scrub brushes 

6 sink scrubs 

6 vegetable brushes 

3 brushes, for cocoa urn gauges 

3 brushes, for refrigerator pipes 
12 round-end dust brushes 

3 8-in. X 13 in. japanned dust pans 

2 12-in. floor brushes and handles (Ajax) 
2 18-in. floor brushes and handles (Ajax) 

2 floor scrubs and handles (Alpha) 

3 mop handles 
12 floor mops 

1 mop wringer 

3 hotel brooms (4 tie) 

6 14-qt. galvanized pails 
1 5-gal. oil can 

4 galvanized ash barrels with covers 

24 wire leaf consumers, 18 in. in diameter, solid 
bottoms, without covers (to be used as 
receptacles for waste paper) 
1 17-qt. garbage pail, bale handle, with cover 

79 



THE SCHOOL LUNCH 

DiNiNG-EooM Equipment — Pupils 

1 counter, with drawers and shelves 

Tables with attached swinging stools (800 
seats) 
1 steam serving table 

1 steam dish warmer 

2 cocoa urns (5-gal. capacity) 

1 hand basin 

2 dish cupboards 

2 cupboards for food supplies 

2 cash booths 

2 stools, 30 in. high 

2 ice cream cabinets (5 20-qt. cans) 

Dishes 

100 doz. plates, 8 in. (white) 

150 doz. fruit saucers, 5 in. (white) 

50 doz. soup bowls (white) 

50 doz. cups and saucers (white) 

2 doz. salt shakers 

2 doz. pepper shakers 

DiNiNG-RooM Equipment — Teachers 

1 counter with drawers and shelves 

1 serving table, steam-heated 

1 coffee urn 

, 1 two-burner gas plate or 1 electric hot plate 

1 porcelain sink and drain boards 

1 refrigerator, underdrained 

80 



EQUIPMENT 

12 extension tables 
9 doz. chairs 
1 china cupboard 
1 electric toaster, hotel size 

1 cash register 

Dishes 

15 doz. cups and saucers (green band) 

30 doz. bread and butter plates, 6 in. (green 

band) 
12 doz. soup plates, 8 in. (green band) 
15 doz. plates, 8 in. (green band) 
10 doz. vegetable dishes, 5^4 in. (green band) 
15 doz. fruit saucers, 5 in. (green band) 
10 doz. 2-oz. individual cream pitchers (green 

band) 
3 doz. glass sugar bowls 

2 doz. glass pitchers 

6 doz. sherbet glasses, footed 
25 doz. tumblers 
2 doz. oil bottles, 6 oz. 
2 doz. salt shakers 
2 doz. pepper shakers 
6 teapots. 

Plated Silver for Teachers and Pupils 

75 doz. dessert knives 

75 doz. dessert forks 

75 doz. dessert spoons 

150 doz. teaspoons 

81 



THE SCHOOL LUNCH 

Linen 
30 314-yard table cloths for teachers 
40 yards table felt for teachers 
12 doz. dish towels 
50 yards heavy Russian crash 
6 doz. dish cloths 
3 doz. floor cloths 
1 piece thin muslin, unbleached, single width, 

for counter covers 
1 piece thin muslin, unbleached, double width, 

for covering tables at night 
1 piece bleached cheesecloth, 36 in. wide 



List op Equipment for School op Five 
Hundred 

The following is a list of equipment adapted to 
the needs of the small high school providing noon 
lunch for five hundred pupils and twenty teachers : 

Dietitian's Oppice Equipment 

1 sanitary base desk 

1 desk chair 

1 wardrobe 

1 mirror 

1 four-fold screen 

1 hand basin 

2 chairs 

1 rubber stencil set 

82 



EQUIPMENT 

Kitchen and Pantry 

1 refrigerator, underdrained 

1 gas range, oven 18 in. x 23 in. (section hotel 

range with broiler) 
1 Seely fireless cooker, No. 4 
1 galvanized sink and drain boards 
1 cooks' table with drawers and under shelf, 

pot rack attached 

White Enamel Ware 

1 3-qt. coffee pot 
4 4-qt. pitchers 

2 1-pt. pitchers 

12 instrument trays, 10 in. x 16 in., without lip, 

smooth bottom 
2 one-half-pint ladles 
2 one-third-pint ladles 

2 10-qt. seamless deep basins 
4 6-qt. seamless bowls 

1 hand basin 

4 oblong roasting pans (to fit opening in serv- 
ing tables) 
Aluminum Ware 

1 71/^-qt. sheet tea kettle 

3 171/^-qt. cereal cookers 

1 Si/^-qt. double boiler 

2 4-qt. double boilers 

1 25-qt. stock pot with cover 

1 15-qt. stock pot with cover 

2 5-qt. lipped saucepans 
2 2-qt. lipped saucepans 

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THE SCHOOL LUNCH 

1 1-qt. lipped saucepan 
11/2 doz. serving trays, I6I/2 in. x 121^ in. 

Tin Ware 

1 French bread box 

6 V2-Pt- graduated measuring cups 

1 1-qt. graduated measure 

1 half -sheet grater 

1 nutmeg grater 

1 No. 110 seamless hotel colander 

2 8-inch bowl strainers 
2 61/^-in. bowl strainers 

1 8-in. puree sieve 

4 sets muffin pans (12's) 

2 japanned trays, 19 in. x 24 in. 

2 14-qt. dish pans, heavy, retinned 

1 flour sifter 

2 T apple corers 

2 japanned dust pans, 8 in. x 13 in. 

2 flour dredges 

1 potato ricer, round, seamless 
1 cake cooler, 25 in. x 19 in. 
1 biscuit cutter 
1 tin scoop for flour 

Iron Ware 

3 15-in. X 10-in. roasting pans 

1 11-in. steel skillet 

2 round sad iron heaters 

2 galvanized ash cans with covers 
2 basting spoons, 16 in. 
2 14-qt. galvanized pails 

84 



EQUIPMENT 

Miscellaneous 
2000 5c aluminum coins 
2000 3c aluminum coins 
2000 Ic aluminum coins 
6 cash boxes, 414 in. x 714 in., with slot large 

enough to admit a silver dollar 
1 nickel clock, 4-in. diameter 
1 dial scale, with scoop, 25 lbs. capacity 

1 No. 3 food chopper 

2 glass lemon reamers 
12 1-qt. Mason jars 

12 jelly glasses 

1 sensible egg whip 

2 large Ladd egg beaters 

1 bread slicer. Sterling No. 20 

1 9-in. French knife 

1 7-in. French knife 

2 4-in, French knives 

3 paring knives 

2 cooks' forks, 4i/^-in. tines 
1 10-inch steel 

1 pair 7-inch shears 
1-pt. agate funnel 

6 doz. earthen custard cups 

3 10-in. earthen bowls 
3 6-in. earthen bowls 

2 8-inch spatulas 

6 nickel tablespoons 
12 nickel teaspoons 
6 case knives 
6 case forks 

85 



THE SCHOOL LUNCH 

3 plate scrapers 

2 French wooden spoons, 12 in. 

2 French wooden spoons, 14 in. 

2 wooden soap dishes 

1 chopping board, 10 in. x 12 in. 

1 towel rack, 8 arms 

1 pastry board, 16 in. x 20 in. 

1 rolling pin 

1 wood potato masher 

1 paper towel holder 

1 handle pot chain 

1 corkscrew 

2 Delmonico can openers 
1 screw driver, 4 in. 

1 hatchet 

1 iron end ice pick 

2 scrub brushes 

2 vegetable brushes 

3 sink scrubs 

1 brush for refrigerator pipes 

1 brush for cocoa urn gauges 

2 round-end dust brushes. No. 1 
2 12-in. floor brushes and handles 
2 hotel brooms 

6 floor mops 
1 mop handle 

1 17-qt. garbage can with cover, bale handle 
6 leaf consumers, 18 in. in diameter, solid bot- 
tom without corners 

86 



EQUIPMENT 

DiNING-ROOM 

1 counter, including gas-heated serving table 

and plate warmer 
1 gas-heated cocoa urn 
1 dish truck with rubber tire castors 
Tables with attached swinging stools (200 

seats) 
1 ice cream cabinet (2 20-qt. cans) 
1 dish cupboard 
1 cupboard for food supplies 
1 hand basin 
1 cash booth 

1 stool, 30 in. high 

Dishes 

20 doz. 8-in. plates (white) 

10 doz. cups and saucers (white) 

10 doz. soup bowls (white) 

25 doz. fruit saucers (white) 

12 doz. tumblers 

2 glass pitchers 

^ doz. vinegar cruets 
1/4 doz. sugar bowls 

Plated Silver 

24 doz. teaspoons 
12 doz. dessert spoons 
12 doz. dessert knives 
12 doz. dessert forks 

87 



THE SCHOOL LUNCH 

Linen 

1 doz. dish cloths 

3 doz. dish towels 
1/2 doz. floor cloths 

6 three-yard table cloths for teachers 

6 yards table felt for teachers 
10 yards thin muslin, single width, unbleached 

8 yards thin muslin, double width, unbleached 
10 yards bleached cheesecloth, 36 in. wide 



88 



Chapter Seven 



THE ELEMENTARY SCHOOL 
LUNCH 




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THE school lunch as served in the elementary 
schools in Philadelphia operates differ- 
ently from the lunch service in the high 
school because it meets a different need. It is 
largely a between-meal or pick-up lunch served at 
the morning and afternoon recess, with a noon 
lunch served to small numbers of children in some 
schools where pupils cannot go home or where 
the parents are working and cannot provide the 
noon meal. It is on a smaller scale than the high 
school lunch and yet it must be adapted to even 
more specialized needs. 

The organization of the elementary school 
lunch is very much the same as that of the 
high school lunch. It operates under the same 
central direction, with an assistant to the director 
in charge of the work. This assistant's duties are 
to standardize the service and recipes; to pre- 
pare the menus ; to train all workers ; and to visit 
and supervise the schools. At the head of each ele- 
mentary lunch room there is a competent worker 
who prepares and serves the food and receives the 
money. In schools where the volume of business 
requires it, an assistant worker is provided. The 
children in groups of two or three at each lunch 
period assist in selling the food, being paid in food 
for their services. 

91 



THE SCHOOL LUNCH 

Co-operation with Teachers 

Co-operation on the part of the teachers is even 
more important in the elementary school than in 
the high school, because the younger children are 
more under the influence of the teachers. The 
attitude of instructors is very quickly reflected 
in the children. With the proper co-operation the 
school lunch may be the means of developing 
ideals in regard to food, of instilling good man- 
ners and habits of personal cleanliness. A teach- 
er's presence and her patronage of substantial 
foods gives the stimulus of example which is more 
potent than any amount of preaching and teach- 
ing. Especially is this influence and co-operation 
important among the foreign children who are 
not yet familiar with American food. 

Menu and Service 

The underlying purpose of the lunch in the ele- 
mentary school is to supplement home feeding at 
whatever point it is needed. An attempt is made 
to provide adequately for the child who is under- 
nourished, but the chief purpose is to make avail- 
able to the large mass of children a few simple 
wholesome foods to supplement the three home 
meals. The sweet tooth of young children has to 
be taken into account in the foods provided so 
that pennies will be diverted from the comer 
candy store or the street vender's wares, but only 
sweets with real food value are served. The 

92 



THE ELEMENTARY SCHOOL LUNCH 

main plan of the lunch system is to provide one 
nourishing soup or corresponding dish each day, 
also hot cocoa and crackers, with cookies and 
sweet chocolate in addition. 

All lunches in the elementary schools used to be 
sold on a penny basis, but this price has had to 
be raised to two cents on some items on account 
of increased food costs. A simple lunch consist- 
ing of milk and crackers is served under the care 
of the teacher to the children in the kindergarten 
class room. (See Plate 15.) In one school three-cent 
breakfasts are served to an open-air class of twen- 
ty-five children, the money for this being provided 
by a philanthropic organization. (See Plate 16.) A 
noon meal is served to the children in an ortho- 
pedic class, the money for this also being provided 
by a private source. 

The foods served in the elementary schools 
include : 

Cocoa 
Com Soup 
Bean Soup 

Cream of Tomato Soup 
Cream of Potato Soup 
Cream of Pea Soup 
Tomato Soup with Rice 
Cream of Lima Bean Soup 
Tomato Soup with Macaroni 
Corn and Bean Soup 
Rice Pudding 

93 



THE SCHOOL LUNCH 

Milk 

Cracker Sandwiches 
Ice Cream Sandwiches 
Sweet Chocolate 
Crackers and Cookies 

A typical menu for one week for the recess 
lunch is: 

Monday 
Cream of Tomato Soup, Cocoa, Milk 

Tuesday 
Vegetable Soup, Cocoa, Milk 

Wednesday 
Bean Soup, Cocoa, Milk 

Thursday 
Cream of Lima Bean Soup, Cocoa, Milk 

Friday 
Rice Pudding, Cocoa, Milk 

All of these foods are served in two-cent por- 
tions. In addition to this special menu, crackers, 
cookies and sweet chocolate are sold each day in 
one-cent portions. 

The percentages which the children in the ele- 
mentary schools spend for the different foods 
indicate their preferences: crackers and cookies, 
49% ; hot foods, 24% ; sweet chocolate, 15% ; milk, 
12%. The average daily expenditure for each 

94 




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child is i/^c. The forty-nine per cent, spent for 
crackers and cookies does not indicate a greater 
demand for sweets, as it may be that two crackers 
are bought with a bowl of soup and the unsweet- 
ened crackers are more largely called for than the 
sweet varieties. The fact that the children are 
entirely free to make their own choice and yet take 
such a large percentage of the hot foods is an 
indication of the lesson the school lunch is 
teaching. 

Because of the shorter time of the recess lunch 
period and also because of the complication 
involved with younger children in changing pen- 
nies into another medium such as the coins used 
in the high schools, that system is not in use in 
the elementary schools, the food being paid for 
with pennies as it is purchased. 

The school lunch is in operation in thirty ele- 
mentary schools in Philadelphia, with an average 
attendance of 35,000 pupils. There are twenty- 
nine workers and ninety student aids each day. 
The average receipts per day for lunches during 
the year 1919-20 were about $160.00. The service 
is rapidly being extended to more schools. 

The space used for serving lunch in the average 
elementary school is the play-room, therefore 
benches and tables cannot be stationary, although 
in the newer schools in which the service is being 
installed a special room is provided for this pur- 
pose. 

95 



THE SCHOOL LUNCH 

Equipment 

The equipment necessary for the elementary 
lunch room because of the simplified menu and 
service is very much smaller than that of the high 
school. 

Any figures relating to the cost of equipment 
must necessarily be very unsatisfactory owing to 
the extremely high prices due to the unsettled 
market conditions following the war. Therefore 
no attempt has been made to enumerate the cost 
of furnishings and equipment. 

The following is the list of equipment used in 
the Philadelphia elementary school lunch rooms 
providing recess lunch for pupils : 

Kitchen and Lunch Room Equipment 
1 six-burner gas range, with oven and broiler 
1 Seely fireless cooker, No. 4 
1 sink with two drain boards, each 3 feet long 
1 towel rack, wooden, with 8 arms 
1 work table 
1 supply closet with locks 
1 counter with closets under and wire rack 

Serving tables 

Benches — ^two heights for large and small 
children 
1 hand basin for use of the children 
1 paper towel holder 

Liquid soap receptacle 
1 drinking fountain for children 
1 steel locker for workers' wraps 

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THE ELEMENTARY SCHOOL LUNCH 

For Serving 

3 No. 216 W. & W. enamel trays 
3 No. 220 W. & W. enamel trays 
3 4-qt. W. & W. enamel pitchers, No. 17 
12 do^. W. & W. enamel cups, No. 8, with handle 

1 doz. W. & W. enamel soup bowls, 5-in. diam- 

eter 

2 one-third-pint W. & W. enamel ladles 

2 one-quarter-pint W. & W. enamel ladles 
ly^ gross nickel teaspoons 

Miscellaneous 
1 agate stove pot, 12 qts. 
1 20-qt. tin double boiler with copper bottom, 

spout in lower compartment 
1 heavy retinned steel stock pot, 7-gal. capacity 
1 No. 920 aluminum double boiler 

1 No. 57 aluminum saucepan 

2 No. 73 aluminum pudding pans 

1 white enamel bucket having diameter 14 in. 

at top 
1 2-qt. white enamel saucepan 
1 graduated tin measure 
1 3-portion measuring cup 

1 4-portion measuring cup 

2 retinned basting spoons, 14 in. 

1 French wooden mixing spoon, 14 in. 
1 heavy wire bowl strainer, 6 in. 
1 japanned pepper shaker, No. ly^ 
1 bakers* egg whip 
1 Delmonico can opener 

97 



THE SCHOOL LUNCH 

1 paring knife 

1 silver knife (for cutting brick ice cream for 

sandwiches) 
1 wire pot chain 

1 wooden potato masher 

2 extra heavy dish pans, 14 qts. 
1 4-tie broom 

1 dust brush 

1 No. 2 extra heavy japanned covered dust pan 

2 scrub brushes 

1 "Gong" sink scrub 

1 chopping board, 8 in. x 10 in. 

1 6-in. holly wood soap dish 

3 16-qt. galvanized water pails 

1 large hand-made tin wash boiler, copper bot- 
tom 

1 No. 2 garbage pail, bale handle, with cover 

1 No. 2 hatchet 

1 25-lb. dial scale, with scoop 

1 clock (nickel) 

3 cash boxes, 4i/^ in. x 7 in. x 3 in., with slot to 
admit silver dollar 

1 doz. tins (25-lb. capacity) for storing food 

materials 

1/^ doz. 2-qt. fruit jars for storing food mate- 
rials 
3 doz. tea towels, hemmed, 1 yd. long 

1/^ doz. dish cloths, 18 in. x 18 in. 

2 floor cloths, 22 in. x 22 in. 
1 piece cheesecloth 

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24 yds. unbleached muslin (1 yd. wide, for coun- 
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2 12-yd. piece white oilcloth, 1 yd. wide 



Plan and Arrangement 

The elementary school lunch room should, if 
possible, be used for lunch purposes only. It 
should be adjacent to the play-room and accessible 
to the play-yard. Where it is not possible to have 
a room exclusively for the lunch, which occurs in 
many of the schools, the movable equipment is 
installed in the play-room. This plan is shown 
in Plate 17. The lunch room should be bright 
and sunny and well heated, as the children lose 
much of the benefit of any heat calories they may 
gain if the room is cold; for the comfort of the 
lunch room worker also there should be adequate 
heat. 

The floor of the lunch room should be of cement, 
cork or composition, with properly arranged 
drains so it may be flushed frequently. If cement 
is used slatted wooden floors or racks may be 
placed back of the counter so the worker need 
not stand on the cement. 

The sink, work table and range should be so 
placed that they get a good light and conveniently 
adjacent to each other. The sink should be 31 
in. from the inside bottom to the floor, with a 

99 



THE SCHOOL LUNCH 

30-in. drainboard at each end. The supply closet 
should be convenient to the cracker counter. It 
saves steps to have the supply closet, the gas stove 
and the sink all in close proximity to the counter. 

The counter should be stationary, and of suffi- 
cient depth to take large enameled trays on which 
the enameled cups can be inverted, one tray being 
placed on top of another, ready for serving. The 
length of the counter depends upon the number 
to be served. For a school of 1200 a sixteen-foot 
counter has been found sufficient. It should be of 
convenient height for children. A wire rack in 
front of the counter is advisable to protect the 
food from the contact of hands and clothing and 
to prevent food from being knocked off or taken. 
The shelves in the counter closet should, like the 
top of the counter, be of sufficient depth to take 
the large enameled trays containing cups. The 
supply closet should have tight-fitting doors to 
keep out dust. The shelves should be wide enough 
and with sufficient space between to hold the sup- 
ply cans and the large utensils. Counter closet 
and supply closet should be provided with strong 
locks. 

Plates 18 and 19 show the most satisfactory 
arrangement with counter, closets, stove and sink 
within an enclosed space at one end of the lunch 
rpom or the play-room. The sliding windows in 
front of the counter are raised during serving 
time and kept closed at other times. 

100 



THE ELEMENTARY SCHOOL LUNCH 




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THE SCHOOL LUNCH 




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The tables and benches should be of proper 
height for children, preferably two heights of 
benches for the large and small children. The 
tables should be at sufficient distance from the 
counter to prevent crowding and the aisle between 
tables wide enough for children to pass one 
another comfortably. A rail directing the line at 
the counter is a great advantage. 

The counter cabinets, supply closets, tables and 
benches used in the lunch rooms have been made 
by the boys in the manual training classes. The 
detail drawings are given in Plates 20, 21, 22 and 
23. Tables eight feet long, two feet three inches 
wide are a convenient size. 



105 



Chapter Eight 
PURCHASING OF SUPPLIES 



PURCHASING OF SUPPLIES 

NOTHING is more essential to the success of 
a school lunch system than a well-organ- 
ized plan of buying. In Philadelphia all 
buying is in the hands of the School Lunch Depart- 
ment except for the initial equipment of the lunch 
rooms. The advantages of the buying being done 
by those who are directly in control of the school 
lunch are obvious. The department heads have 
direct contact with the dealers, can take advan- 
tage of market conditions to get better prices and 
can control the plan of buying and the payment of 
bills. Practically all supplies are purchased 
through the director's office and the whole pur- 
chasing plan of the department has been built up 
on three points: quality, service and price. Qual- 
ity is the first consideration, service next and 
price third. When the school lunches were first 
started, there was a feeling on the part of dealers 
that second-rate goods could be offered to the 
schools, but by making the watchword of all buy- 
ing, "Nothing is too good for the children," a 
standard has been set which merchants realize 
must be met in order to secure the school trade. 

In the early days of the school lunch system 
goods were purchased from many different firms, 
the director going in person to the markets until 

109 



THE SCHOOL LUNCH 

she was sure of the sources from which she was 
getting the best values and most advantageous 
prices. Competition is always kept in mind as an 
important factor in the buying plan, but when a 
firm is thoroughly imbued with the principles on 
which all purchases are made and knows that 
strict watchfulness is kept on all goods delivered, 
the element of competition is of less importance. 

The principle of the department is to give large 
orders at definite times, weekly, monthly and 
yearly, through the one channel of the central 
oflttce, the advantages to be gained thereby being 
that the central checking holds the dealer to a 
higher standard, the volume of the order counts 
in securing a better price; the elimination of 
deliveries and selling costs helps to secure better 
prices ; and bookkeeping is greatly simplified. 

With a centralized system of buying the money 
is always at hand to pay bills promptly, which is 
another factor in obtaining the best price from 
merchants, with benefits to be gained also through 
discounts. 

Supplies Purchased for Use in School Lunch 

The groups of supplies purchased by the school 
lunch department are : 

Staple groceries and canned goods 

Meats 

Milk, eggs, butter 

110 



PURCHASING OF SUPPLIES 

Ice cream 

Green groceries and fruit 

Bread and rolls 

Sweet chocolate 

Crackers and cookies 

Ice 

Miscellaneous, china, silver, linen and tow- 
eling, glassware, kitchen equipment, 
paper napkins and cups, paper bags, 
wrapping paper, brushes, mops, soap, sil- 
ver polish, etc. 

Buying at Regular Periods 

Many of the staple foods which are not subject 
to deterioration and many of the miscellaneous 
supplies are bought once a year, this order usu- 
ally being given towards the end of the school 
year, so that the goods may be delivered and on 
hand before the beginning of the fall term. Spot 
canned goods can often be purchased in May or 
June cheaper than in September, before the new 
vegetables and fruits come to the market. It is 
advisable to take advantage of these cheaper 
goods, especially since it is often difficult and 
almost impossible to get a variety of canned goods 
at the time school opens. 

For this large order buying, it is necessary that 
the schools have ample storage space, a point 
which has been taken into consideration in the 
planning of the lunch rooms. Where one or two 

111 



THE SCHOOL LUNCH 

of the schools have larger storage space, surplus 
supplies are held there and during the year trans- 
ferred to other schools as needed. For this pur- 
pose one small truck is necessary as part of the 
working equipment of the department. 

Once a month, each school sends in to the direc- 
tor a requisition for chocolates, dry groceries and 
canned goods, miscellaneous supplies or equip- 
ment, which may be needed during the month 
to come. These monthly orders are given out by 
the director's office, a separate order for each 
school so that deliveries may be made by the firm 
direct to the schools. 

Once a week, the dietitians send in requisitions 
for meat, butter and eggs, crackers and cookies. 
This buying is done by the director's office in 
the same way as the monthly buying. The orders 
come in on Friday morning and are placed by 
Friday afternoon, all deliveries being made the 
following week on the days designated. 

As stated elsewhere, it has been found more 
satisfactory to have the dietitian give her own 
orders for bread, rolls, milk and ice cream because 
the quantities vary from day to day, but these sup- 
plies are purchased from firms chosen by the cen- 
tral office. The dietitian does her own buying of 
green groceries within the neighborhood of her 
school. The buying of these supplies is also guided 
to the extent that the director's office suggests to 
her the firm from which to buy. 

112 




Plate 24 — The Street Vender Selling to Children 
Where No School Lunch is Provided. 



PURCHASING OF SUPPLIES 

Plan op Buying Important Supplies 

In the purchasing of meat it has been found 
more economical to buy just the cuts needed for 
carrying out the menus planned. With only one 
meal a day and a limited menu, there would be 
waste of certain cuts through buying whole sec- 
tions. For sandwiches, for instance, skin-back 
hams are bought and one special cut of roast beef. 
Slightly different cuts are needed for use in the 
teachers' dining-room because of the more varied 
menus. Through this method of buying only the 
cuts needed for specific purposes waste is elim- 
inated. 

Milk is bought from several different firms on 
account of the districting system in operation in 
Philadelphia. It is bought on a wholesale basis 
and delivered by local branches to the different 
schools. Bottled milk served with straws was 
formerly the only milk purchased for sale to 
pupils, but with the approval of the city health 
authorities, milk in bulk is now bought for this 
purpose as well as for cooking. In the latter case 
much time is saved in handling and the lower price 
is also an advantage. Some powdered and evap- 
orated milk is used to supplement the fluid milk. 

The ice cream used in the school lunch rooms is 
bought from one firm which has been found to 
meet the three requirements of quality, service 
and price better than other firms. Before this 
agreement was reached, samples of ice cream from 

113 



THE SCHOOL LUNCH 

several firms were submitted to chemical analysis. 
The ice cream is delivered from a central depot 
to the different schools. It comes in individual 
bricks, one-eighth of a quart each, v^^rapped in 
paper and ready to serve. This makes the price 
higher than the bulk cream, but it saves in the end 
because there is no waste, the labor in handling is 
reduced and there is an absolute check on the firm 
and on the servers. 

The varieties of crackers and cookies sold in 
the lunch rooms are those which after some 
experimenting have proven to be the best sellers. 
No rich iced cakes are sold, nothing but the simple 
varieties of cookies, to conform with the whole 
plan of the lunch system of selling only the things 
which serve an actual food need. Sweet choco- 
lates are the only confections sold and they are 
bought because of their nutritive value. 

In the purchase of green groceries the dietitian 
is usually guided by the advice of the director, 
selecting the local dealer or dealers who give the 
best returns. Orders are placed a day ahead so 
that the dealer may select the fruits and vegeta- 
bles at the docks and terminals early the next 
morning. If the goods ordered are not satisfactory 
something else is substituted and the dietitian 
changes her menu accordingly, another advantage 
in the dietitian's being responsible for the menus 
in her school. This method of purchase has proven 
more satisfactory than buying in large quantities 

114 



PURCHASING OF SUPPLIES 

for all the schools at once, as that would necessi- 
tate sorting the materials, would possibly entail 
waste, involve an elaborate delivery system and 
require more bookkeeping. 

Specifications for Bids 

As the Board of Education pays for all initial 
equipment of the lunch rooms, purchases for this 
purpose are put out to bid according to the school 
law. The director of the lunch rooms works closely 
with the Board in this matter, making out speci- 
fications for the bids carefully so that only appro- 
priate articles may be submitted. These specifica- 
tions are made with the idea that all utensils must 
be adapted to the uses for which they are intended, 
that they must be durable and easy to keep in 
order and that the most economical articles are 
not always those which cost the least money. The 
requisition blanks are worded very carefully and 
samples of what is wanted are placed in the office 
of the superintendent of supplies. All bidders are 
required to submit samples with their bids. The 
contracts are then awarded according to the qual- 
ity as well as the price. 

Additional Points in Buying 

From time to time if there is any question as to 
the purity or food value of anything purchased 
for the schools, the article is submitted for chem- 
ical analysis. 

115 



THE SCHOOL LUNCH 

It has been found in buying china for the pupils* 
dining-room that in order to keep the service uni- 
form all white china is better. A hard, vitrified 
variety, with rolled edges to dishes and bowls, is 
most durable. For the teachers a standard pat- 
tern of white with a green band is used. Nickel 
silver is used for the pupils and plated silver for 
the teachers. The dessert size knives and forks 
are bought because they are more practical and 
less expensive, teaspoons are used for desserts and 
dessert spoons for soup. 

When replacing equipment the Department 
buys all table linen and toweling in wholesale 
quantity. Table cloths of the size used for the 
teachers' dining-room are made up by girls in the 
trade school ; they also hem dish towels and make 
aprons for serving. This sewing is done by the 
girls as practice work under the direction of the 
teachers. Any expense connected with it is paid 
by the lunch department. 



116 



Chapter Nine 



SYSTEM OF RECORDS AND 
ACCOUNTING 



SYSTEM OF EECORDS AND ACCOUNTING 

THE centralized plan of administration of 
the school lunches in Philadelphia requires 
a careful system of records and account- 
ing by the director's office so that school lunch 
rooms may operate to the best advantage and all 
details of profit and loss be kept well in hand. 
This calls for thorough co-operation between the 
dietitian or head worker of a lunch room and 
the central office, and when it is once demon- 
strated to the workers that the required reports 
are the very wheels on which the system moves, 
the element of drudgery in preparing records dis- 
appears. They are as important to the dietitian 
as they are to the central office. Some reports are 
sent in weekly and some monthly. 

Reports from the high school lunch rooms cover 
the subjects of: 

Orders 

Supplies received and on hand 

Menus served to students and faculty 

Portions served 

Cash receipts 

Coin checks sold to students 

Coin checks taken over counter 

PajrroU 

119 



THE SCHOOL LUNCH 

Orders 

As has been explained in the chapter on Pur- 
chasing of Supplies all orders for the schools are 
given through the central office, except for bread, 
milk, ice cream and green groceries, which are 
given daily by the dietitian directly to the dealer. 

For the weekly orders of meats, butter, eggs, 
crackers and cookies the dietitian fills out an order 
blank and mails it to the central office and from 
this the director makes her purchases from the 
dealers. The monthly orders for staples such as 
flour, sugar, rice, beans, etc., are sent in to the 
oflSce on order blanks in the same way. 

All delivery slips for orders delivered to the 
school are held by the dietitian after goods have 
been checked and weighed and sent in once a week 
to the central office (this includes slips for the 
daily orders as well). These delivery slips are 
then checked by the bookkeeper in the central office 
to see that they tally with the invoices sent in by 
the dealers. 

Weekly Supply Sheet 

The dietitian has a supply sheet on which are 
listed all of the supplies used by the lunch room, 
with a column in which to record what supply of 
each is on hand at the beginning of the week, 
another to record supplies received during the 
week and additional columns for each day of the 
school week in which are recorded what sup- 

120 



SYSTEM OF RECOKDS AND ACCOUNTING 

plies of each article are taken from the supply 
closet each day. At the end of the week what has 
been used of each article is subtracted from the 
supply on hand at the first of the week plus that 
received, if any, to show the balance. It is from 
this record that the dietitian makes up her orders 
for the week and the month. At the central office 
this weekly supply sheet serves as a check in con- 
nection with the menu and portion reports to 
indicate whether the supplies are being properly 
used. It is also the basis for the inventory which 
is used to arrive at profit and loss of the school 
at the end of the month. This sheet is illustrated 
on the following page. 



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123 



THE SCHOOL LUNCH 

From these supply sheets is made out in the 
central office a card index record which is invalu- 
able in indicating at a glance exactly what the 
individual inventories of supplies of each school 
are at any time. (See Plate 25.) For this record 
a group of cards is kept for each school with a 
separate card for each commodity. On these 
cards is recorded the amount of the commodity 
on hand at the beginning of the year, the dates 
when the supply is renewed and in what quantity, 
and the balance on hand. From this record, which 
at a glance shows how much of one food is used 
by a school during a certain period of time and 
how much is on hand, the director makes up her 
yearly orders. 

Menu and Portion Records 

At the end of the week the dietitian sends in to 
the central office a menu and portion report, show- 
ing the menu served to the pupils on each day of 
the week and the number of portions of each kind 
of food served on each day, and another with the 
menus served to teachers. These records are gone 
over in the office to see that the proper ratio is 
maintained between the different kinds of foods 
served ; and if a school shows a small number of 
servings of one food, soup, for instance, in rela- 
tion to the total food sales, this condition is inves- 
tigated to determine just what is the cause of the 
falling off. These reports, as explained above, are 

124 



DAY 


FACULTY W 


MON. 




TUES. 




WED. 




THURS. 




FRI. 









Plate 27 — Faculty 



REPORT OF HIGH SCHOOL. FOR WEEK ENDING 









1 


NUMBER OF PORTIONS 


TOTAL 


REC. FOR 
CHOCO- 




DAY 


STUDENTS' MENU 


1 n 





u 






ii 

* E 


i 


TOTAL 


TOTAL 


MON. 


SOUP 


SANDWICH 
























HOT DISH 1 DESSERT 




TUES. 


SOUP 


SANDWICH 
























HOT DISH 


DESSERT 






SOUP 


SANDWICH 




























DESSERT 






SOUP 


SANDWICH 


























HOT DISH 


DESSERT 






SOUP 


SANDWICH 




























DESSERT 




TOTAL PORTIONS 






















TOTAL VALUE OF CHECKS RECEIVED 






















*PR1 
HOT □ 


CE LIST PER PORTION 


REMARKS 














glass) 05 




PER pint) 09 




^EAM 06 





FORM 7 — MENU AND POR 



Plate 26 — High School Menu and Portion Report Blank. 



RECEIPTS 















^ 








, TOTAL 





Henu Report Blank. 



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FACULTY MENU 


RECEIPTS 


MON 






TUES. 


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WED. 






THURS 


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FRI, 








TOTAL 





Plate 27 — Faculty Menu Report Blank. 



THE SCHOOL LUNCH 

used in checking the supplies to see that the 
amounts reported are actually being used. Also, 
the director can see if menus are sufficiently 
varied. (See Plates 26 and 27.) 



Cash Keport 

Once a week the dietitian sends in a report of 
the cash receipts of the sales of the lunch room. 
This is a totaling of all sales both in coin checks 
and money. (See Plate 28.) Cash receipts are 
usually from the teachers' dining-room; sundries 
cover special parties. The columns of all receipts 
are totaled and the week's receipts summed up. 
In the "bank" column is placed the amount for the 
week deposited by the dietitian, which should 
tally with the total receipts. Money is usually 
deposited each day by the dietitian at a nearby 
bank. 



Coin Checks Sold; Checks Taken In 

Once a month the dietitian sends in a cashier's 
report showing how many coin checks of each 
denomination have been sold to students on each 
date, with the total value and the total number 
for each day and the sum total for the whole 
month. (See Plate 29.) This report is checked 
against the "checks sold" item on the cash 
receipts report. A similar detailed monthly 

126 



THE SCHOOL LUNCH 

used in checking the supplies to see that the 
amounts reported are actually being used. Also, 
the director can see if menus are sufficiently 
varied. (See Plates 26 and 27.) 



Cash Report 

Once a week the dietitian sends in a report of 
the cash receipts of the sales of the lunch room. 
This is a totaling of all sales both in coin checks 
and money. (See Plate 28.) Cash receipts are 
usually from the teachers' dining-room; sundries 
cover special parties. The columns of all receipts 
are totaled and the week's receipts summed up. 
In the "bank" column is placed the amount for the 
week deposited by the dietitian, which should 
tally with the total receipts. Money is usually 
deposited each day by the dietitian at a nearby 
bank. 



Coin Checks Sold; Checks Taken In 

Once a month the dietitian sends in a cashier's 
report showing how many coin checks of each 
denomination have been sold to students on each 
date, with the total value and the total number 
for each day and the sum total for the whole 
month. (See Plate 29.) This report is checked 
against the "checks sold" item on the cash 
receipts report. A similar detailed monthly 

126 



REPORT FOR THE MONTH OF 192. 









sc 


HOOL 














CASHIER 




CHECKS SOLD 


NUMBER OF 




ONE CENT 1 


THREE CENT | 


FIVE CENT 1 


TOTAL 


CHECKS 


1 




















2 




















3 




















4 




















5 




















6 




















7 




















8 




















9 




















10 




















II 




















12 




















13 




















14 




















13 




















16 




















17 








































16 








19 




















20 




















21 




















22 




















23 




















24 




















25 




















26 




















27 




















28 




















29 




















30 




















31 


























1 












TOTAL 





















REMARKS: 



Plate 29 — Report Blank for "Checks Sold." 



SYSTEM OF RECORDS AND ACCOUNTING 

report (see Plate 30) showing the coin checks 
taken over the counter for food is sent in and this 
is used as a check against the "portion record." 
To avoid confusion the latter report is printed on 
blue paper. 

Payroll 

Each week the dietitian reports any changes in 
the regular payroll which might be occasioned by 
absences in the force. A check for the total 
amount is sent to the dietitian from the central 
office and she pays the helpers, taking receipts in 
return which form part of the central office rec- 
ords for audit. 

Transfer Slips 

Where supplies are transferred from one school 
to another a slip made for the purpose is filled 
out by the dietitian of the school from which the 
supplies are sent, specifying the article and the 
quantity, and these slips are mailed to the central 
office with the other weekly reports. The school 
receiving the supplies records them in the same 
way as any other supplies received. 

Ledger 

An account is kept with each school, by the cen- 
tral office, to which, at the end of the month, the 
receipts are posted as a credit and supplies 
received from dealers, supplies transferred from 

127 



THE SCHOOL LUNCH 

other schools, helpers' wages, dietitian's salary, 
etCy as a charge, the balance with inventory being 
the profit or loss during the month. 

Equipment and Eeplacements 

An account with "equipment and replacements" 
is kept in the general ledger, since, when original 
equipment furnished by the Board of Education 
wears out, it must be replaced at the expense of 
the Department. All such items are charged direct 
to "equipment and replacements" and included in 
the overhead charges, since to charge them direct 
to the school would be unfair in that a new school 
would have a decided advantage. 

Audit 

The accounts are subject to audit each month 
by a certified public accountant who verifies 
invoices, payrolls, checks drawn in payment of 
invoices, bank balances, etc., and issues a detailed 
statement showing the balances for each school 
and the profit and loss statement for the entire 
department. 

Settling of Accounts 

All invoices payable weekly are paid promptly 
and every advantage is taken of discounts. 
Monthly accounts also are paid within ten days 
and in some cases discounts are obtained on these. 

128 



REPORT FOR THE MONTH OF 





CHECKS RtCEIVED 


NUMBER OF 




ONE CENT THREE CENT | 


FIVE CENT 1 


TOTAL 


CHECKS 




















i 








3 
















5 


j 


























7 






8 
9 






































































14 
















13 






























17 
16 
19 
20 
21 
22 












































25 












26 














27 
















28 












1 




















30 
















31 


















i 










TOTAL 













REMARKS: 



Plate 30 — Report Blank for "Checks Received.' 



SYSTEM OF RECORDS AND ACCOUNTING 

Expenditure 

The receipts of the school lunch rooms are usu- 
ally spent in the following ratio : 
70% for food 

22% for wages and salaries 
4% for supervision 
4% for replacements and repairs 

The percentage of receipts spent for service 
seems high proportionately, but this is explained 
by the fact that only one meal is served each day 
and there is service only five days in the week (or 
about 183 meals during each school year) so that 
this percentage cannot be compared with that of 
a restaurant serving three meals a day on seven 
days each week. If three meals were served in 
the School Lunch Department, the service expen- 
diture would decrease in proportion to the food 
expenditure, as three meals could be served with 
little additional help. 

Elementary School Records 

The records for the elementary school lunches 
are very much simpler than those of the high 
school. There is a monthly Supply sheet corre- 
sponding to the weekly supply sheet of the high 
schools. This is sent in by the worker in charge 
of the school to the assistant director in charge of 
elementary school lunches. 

One record card practically covers the report of 
the work in the elementary lunch rooms. This 

129 



THE SCHOOL LUNCH 

card is divided into the five school days of the 
week and it has columns for the hot food (that 
being subdivided into soup and cocoa) ; for kinder- 
garten milk, counter milk, and crackers and choc- 
olate. In these columns are given the receipts of 
sales for each of these items and the receipts are 
totaled at the end of each day and for the week. 
On the back of the card is space to record the 
petty cash expenditures. (See Plates 31 and 32.) 
This card is brought in person once a week to the 
central office at which time the worker talks over 
the work of the lunch room. 



130 



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REPORT ON PETTY CASH 



BALANCE FROM PREVIOUS WEEK 



CASH RECEIVED FOR CURRENT WEEK 

TOTAL RECEIVED 



PAID FOR 



TOTAL PAID OUT 



BALANCE FOR NEXT WEEK 

Plate 32 — Elementary Petty Cash Report Blank. 



Chapter Ten 



THE SCHOOL LUNCH AND 
CLASSES IN COOKERY 



THE SCHOOL LUNCH AND CLASSES IN 
COOKERY* 

THERE is an excellent opportunity for 
co-operation between the school lunch 
room and the classes in cookery in girls' 
high schools. The William Penn High School in 
Philadelphia has worked out a plan in which the 
lunch room serves as a practical laboratory for 
the cooking classes, with advantages on both sides. 

Through this connection with the domestic sci- 
ence classes, the lunch room gets the benefit of 
increased interest and patronage. It likewise gets 
the benefit of the food prepared, which is a factor 
in reducing labor. The canned goods put up by 
the classes especially illustrates the mutual benefit 
to lunch room and cooking classes. The raw 
materials are provided by the lunch room depart- 
ment and after the fruits or vegetables have been 
preserved they are returned to the lunch room to 
be used. Many vegetables for winter soups have 
been provided in this way with no cost to the 
lunch room for labor, on the other hand the cook- 
ery classes are spared the expense of buying large 

* This chapter has been furnished by Miss Ada Z. Fish, 
Director of the Department of Art and Home Economics, 
at the William Penn High School, Philadelphia, Penna. 

135 



THE SCHOOL LUNCH 

quantities of materials for these very essential 
lessons. 

It is a decided incentive to the cooking class 
pupils to have the food they prepare serve a 
definite purpose. Also they are enabled to pre- 
pare food in family quantities instead of on the 
usual small quantity plan. 

In this scheme of co-operation the cooking 
classes act as contributing assistants in the lunch 
room. It would be unwise from the standpoint of 
the value of the lesson to the pupils to have them 
prepare all of the lunches because of the repeti- 
tion that would be necessary. There is, however, a 
wide enough range in the dishes used in the lunch 
room to permit of lessons that vary in technique 
and in application to important scientific facts. A 
series of lessons is planned by the teacher of cook- 
ery and the dietitian in charge of the lunch room 
in a measure adapts her menus to these lessons. 
To prevent monotony in the menus a series of 
lessons extends throughout a period of time and 
by a process of permutations each of the classes 
gets the same type of lesson, although the mate- 
rials used may differ somewhat, as, with cro- 
quettes, meat might be used for one lesson and 
vegetables for another. To illustrate: 



136 



CLASSES IN COOKERY 







Series I 






1. 
2. 
3. 
4. 
5. 


Creamed Vegetable 

Muffins 

Croquettes 

Salad 

Ginger Bread 




First Week 






Second Week 


Monday 1 
Tuesday 2 
W'dn'sd'y 3 
Thursday 4 
Friday 5 




Third Week 


Monday 2 
Tuesday 3 
W'dn'sd'y 4 
Thursday 5 
Friday 1 


Fourth Week 




Monday 3 
Tuesday 4 
W'dn'sd'y 5 
Thursday 1 
Friday 2 


Fifth Week 


Monday 4 
Tuesday 5 
Wednesd'y 1 
Thursday 2 
Friday 3 






Monday 5 
Tuesday 1 
Wednesd'y 2 
Thursday 3 
Friday 4 



The plan operates on these general rules : 

I. — Details are carefully planned in advance and 
one teacher acts as adjuster with the lunch room 
authorities. Teachers keep in mind that they are 



137 



THE SCHOOL LUNCH 

to be a help and not a hindrance to the busy lunch 
room workshop. 

II. — Duties of each teacher. 

A. To make a statement of the quantity of 
food that can be prepared for each les- 
son, considering: 

1. Number of pupils; 

2. Laboratory equipment. 

B. To make each week a requisition to go 
through the adjuster to the dietitian, of 
the supplies needed for the following 
week's lessons. 

C. To submit to the adjuster at least aweek 
in advance of the time in which the food 
is to be prepared all necessary informa- 
tion and all preliminary questions relat- 
ing to the lessons. 

III. — Duties of Adjuster. 

A. To combine requisitions of teachers and 
place statements of supplies needed for 
each day in the office of the dietitian. 

B. To record kinds and amounts of food 
to be prepared for each day on a wall 
chart in the office of the dietitian. This 
is also done a week in advance. 

C. To confer with the dietitian at the lat- 
ter's convenience on any points of dis- 
cussion and then report results of the 
conference to the other teachers. 

IV. — The lunch room authorities supply and 
138 



CLASSES IN COOKERY 

deliver all the materials for foods prepared to the 
supply room of the laboratories. 

V. — ^As few pupils as possible are appointed 
from each class to take the prepared food to the 
lunch room. 

All the pupils of the William Penn High School 
are required to take one year of cookery. Two 
forty-five minute periods a week are given to the 
lessons. The practical work is carried out accord- 
ing to the general plan suggested. 

In preparing practice lunches for twelve or more 
people the classes have been able to secure supplies 
from the lunch room. The pupils plan the menus, 
work out the costs based on retail prices and make 
out definite requisitions for the supplies, which are 
sent to the laboratories where the luncheon is pre- 
pared. Later it is served to the teachers, at the 
cost of materials. 

There is some question whether the products 
made by the classes will be satisfactory enough to 
use in the lunch and can be counted on with any 
regularity. Any unsalable products would, of 
course, have to be replaced from the school sup- 
plies. During three years of co-operation on the 
part of the William Penn High School only twelve 
muffins and two desserts have proved unsatisfac- 
tory. The food is almost invariably delivered 
promptly. Some of the lessons under this plan 
are strenuous, but neither teachers nor pupils 
would be willing to go back to the old small quan- 
tity type of lessons. 

139 



Chapter Eleven 
THE IDEAL SCHOOL LUNCH PLAN 



THE IDEAL SCHOOL LUNCH PLAN 

THE ideal school lunch plan is to provide for 
the food needs of every child who comes 
within the school system, whatever they 
may be, during the time they are under school 
supervision. How far this provision should over- 
lap home feeding in special cases is as yet a sub- 
ject for future determination. 

To fulfil this ideal, the service should be suffi- 
ciently elastic to make available to every child 
either one hot meal a day, breakfast or lunch ; or 
to supply wholesome foods to supplement the 
home meals. 

The ideal school lunch system takes into account 
not only the average pupil in elementary and high 
schools but provides for the children in special 
classes; the open air classes; orthopedic classes; 
also serving suppers to night school classes. 

In a model school lunch plan every pupil who 
comes within the school system should have access 
to the privileges of the lunch room. The service 
should be in no sense exclusive or undemocratic, 
the scale of prices being made low enough to be 
within the reach of the great mass of pupils and 
yet uphold the standards of quality and service. 

143 



THE SCHOOL LUNCH 

For those children who are unable to afford to 
patronize the school lunch, special provision should 
be made, since it is obviously unfair to provide for 
them at the expense of the others. At the pres- 
ent time benevolent organizations are attempting to 
solve this problem, but it is impossible for them 
to meet it adequately, nor is charity the right way 
of meeting it. If our educational plan is to work 
effectively these children from poor homes must 
receive the benefits of school feeding. As long as 
they are underfed they are a menace to the school 
at large. To provide for them, funds should be 
appropriated by either state or city. The school 
lunch system will never be complete until this is 
done. Such funds should be so administered that 
the child is not made to feel an object of charity. 

As the serving of lunches is made necessary by 
the compulsory school hours, the Board of Educa- 
tion of a city should furnish space and equipment 
as for any other activity of the school. Operating 
costs should be covered by the cost of the food 
sales. 

The school lunch system should operate as a sep- 
arate enterprise or department under the Board 
of Education, rather than being under the man- 
agement of the domestic science or any other 
department of the schools. It should be uniform 
in all schools, with standardized equipment, ser- 
vice and prices. Pupils thus get the benefits 
gained through sound business management. 

144 



THE IDEAL SCHOOL LUNCH PLAN 

Elementary and high school lunches should be 
consolidated under one management in order to 
benefit by central buying and accounting, but each 
division should have its own plan to meet a differ- 
ent situation. 

The school lunch should be considered primarily 
as a business enterprise but also as an enterprise 
with a scientific and social aspect. The person in 
charge should have business training and acumen, 
as well as a scientific knowledge of foods and 
should be endowed with social vision, understand- 
ing both the business and the broad educational 
aspects of the work. 

The ideal school lunch room should be incor- 
porated in the school building with the architect's 
plans. It should have adequate kitchen and din- 
ing-room space to serve the number of pupils in 
the school ; ample storage room ; adequate counter 
space to display the foods. The pupils* dining- 
room should be light and airy and should be used 
as a dining-room only, with a separate dining- 
room for teachers. 

The kitchen should be fitted with equipment and 
utensils appropriate to the work and with labor- 
saving machinery for such large scale tasks as 
dishwashing, potato peeling, meat chopping, bread 
and meat slicing. 

If the school lunch is not to be a mere append- 
age of the educational system, it should be closely 

145 



THE SCHOOL LUNCH 

linked with the work of the school, one of its 
arteries through which the active blood of co-oper- 
ation runs. The departments with which it may 
be correlated are: 

Domestic science 
School gardens 
Vocational classes 
Medical department 

It has been shown in the preceding chapter how 
the school lunch may be made to co-operate with 
the domestic science classes. The school gardens 
is another field of co-operation with the lunch 
room as yet undeveloped, but one that offers many 
possibilities. Vocational classes could make use 
of the school lunch rooms to offer practical train- 
ing for institutional management, for buying and 
marketing. 

Through co-operation with the medical depart- 
ment the school lunch should extend its function 
to strike at the roots of malnutrition. To some 
degree this is being done in many school lunch 
systems. Children who are undernourished are 
singled out by the doctor and nurse and proper 
diets are made out by the dietitian in charge of 
lunch rooms. These children are kept under the 
eye of the nurse and doctor and their weight and 
improvement noted. Nutrition clinics are also 
being operated with beneficial results in connec- 
tion with school lunch rooms. 

146 



THE IDEAL SCHOOL LUNCH PLAN 

The school lunch offers one of the most effective 
links between the school and the home. It is the 
best possible medium for teaching wise food habits 
which, instilled in the child, are frequently intro- 
duced into the home. The daily buying of clean, 
wholesome food, permitting of some range of 
choice, impresses a lesson upon children to a much 
greater degree than the enforced eating of a meal 
selected for them. 

No branch of the school activities offers greater 
opportunity of fitting in with the Americanization 
plan than the school lunch. Food is a means of 
approach which cannot be gainsaid by those of 
any nationality. With the menus of the school 
lunch sufficiently adapted to take into considera- 
tion strong national preferences, the introduction 
of wholesome food to which children from foreign 
homes are unaccustomed can be made effective. 
Recipes may be given by dietitians to the children 
to take home to their parents. Thus another tie 
is established between the foreigner and his 
adopted country and children may be saved from 
the undernourishment that so often follows the 
transplanting of families from an old country to 
a new. 

The school lunch room of the future might well 
adapt itself to community needs by selling a few 
hot dishes to the mothers of school children in 
neighborhoods where many of the mothers are at 
work or even in other families where the domestic 

147 



THE SCHOOL LUNCH 

help problem is acute, thus becoming a logical 
community kitchen. With all of the machinery 
ready this service could be added to the school 
lunch with little additional cost. A beginning 
towards this was made in one or two cities during 
the war when the school kitchens were used for 
community canning anjd cooked food centers. 



148 



BIBLIOGRAPHY 



BIBLIOGEAPHY 

Bryant, Louise Stevens: School Feeding: Its History and 
Practice at Home and Abroad. 345 pages. J. B. 
Lippincott, Philadelphia, 1913. Bibliography, classified 
by subject and also by country. This is valuable for 
English, French and Italian publications. 

Is Your Child Hungry? Good Housekeeping, October, 
1919. 

Collier, Lucy Wood: Child Health Program for Parent- 
Teacher Associations and Women's Clubs. Health 
Education Bulletin No. 5, 1920. Bureau of Education, 
Washington, D. C. 

Condell, Lucy: Bibliography of School Lunches. 1917. 
Bureau of Education, Washington, D. C. 

Doig, F. C: School Cafeterias in Seattle, Washington. 
American City, February, 1920. 

Fisher, Katharine A.: The Lunch Hour at School. 1920. 
Bureau of Education, Washington, D. C. 

Gillett, Lucy: Diet for the School Child. Health Educa- 
tion Bulletin, No. 2. Bureau of Education, Washing- 
ton, D. C. 

151 



THE SCHOOL LUNCH 

Hunt, Caroline L.: The Daily Meals of School Children. 
1909. Bureau of Education, Washington, D. C. 

The Training of the School Dietitian. Journal of 
Home Economics, June, 1914. 

Hunt, Caroline L., and Ward, Mabel: School Lunches. 
Farmers' Bulletin, No. 712, March, 1916. Department 
of Agriculture, Washington, D. C. 

Kauffman, T. E.: School Lunch Work in Ohio. Journal 
of Home Economics, November, 1916. 

Masslick, G. H.: Beginnings of a Penny Portion Lunch. 
Journal of Home Economics, May, 1919. 

Maury, S. W., and Tachau, L. L. (Directors of Lunches) : 
A Penny Lunch. Booklet, 1915. Louisville, Kentucky. 

Oppen, Lucy: Teaching Health. Health Education Bulle- 
tin, No. 4. Bureau of Education, Washington, D. C. 

Pulsifer, Julia: History and Development of Lunches in 
High Schools. Women's Educational and Industrial 
Union, Boston, Mass., 1916. 

Randel, V.: High School Lunch Room. Industrial Arts 
Magazine, August, 1919. 

Rose^ Mary Swartz: Feeding the Family. The Macmillan 
Company, 1917. 

Food for School Boys and Girls. Bulletin, Teachers 
College, New York. 

152 



BIBLIOGRAPHY 

Snow, J. H.: Luncheon as a Project in Elementary and 
Secondary Education. Journal of Home Economics, 
August, 1917. 

School Lunches Adapted to All Grades. Good House- 
keeping, October, 1916. 

Smedley, Emma: Institution Recipes. Third edition, 
revised, Media, Pennsylvania. 

Thomas, R. H.: The School Cafeteria. Pamphlet, 1920, 
Portland, Oregon. 

Van Arsdale, M. B., and Monroe, May: Tested Interna- 
tional Recipes. Bulletin, Teachers College, New York 
City. 



163 



INDEX 

Accounts 21, 119 

settling of 128 

Adaptation for smaller lunch rooms 50 

Aim of the school lunch 5 

Aluminum utensils 70 

Americanization plan 147 

Assistants 17, 91, 129 

Audit 128 

Basement 40, 42 

Benevolent organizations 4, 11, 19, 20, 144 

Bibliography 149 

Board of Public Education. . .12, 13, 17, 18, 21, 115, 

128, 144 

relation to 17 

sub-committee on school lunches 17 

Business venture 7 

Buying, additional points in 115 

advantageous 21 

at regular periods Ill 

large scale 21, 22 

periodical 22 

plan of 109, 113 

Card index 124 

Cash booth 29, 45, 46 

155 



INDEX 

Cash report 126 

Cashier 63 

Central kitchen plan, arguments for and against 23 

Central office 17, 21, 22, 23, 59, 60, 91, 109, 110, 

112, 119, 120, 124, 127 

Centralized system, advantages of 21, 23, 110, 119 

Checks, coin 29, 50, 119 

sold to students 119, 126 

taken over counter 119, 126, 127 

Chemical analysis 115 

of ice cream 114 

Clerical assistants 17, 21, 23 

Coins, aluminum 29, 50 

Coin checks sold 126 

taken over the counter 127 

Cooking classes 135 

plan of lessons 136-138 

Counter 31, 41, 42, 100, 145 

adaptation for smaller lunch room 50 

arrangement and equipment 46-50 

arrangement of rails 31, 47, 105 

drawings of 49, 51 

equipment of 46-48 

Department of school lunches 13, 17, 18 

relation to Board of Education 17 

relation to individual school 18 

relation to private agencies 19 

relation to superintendent of schools. 18 

Development of school lunches in Philadelphia.... 11, 12 

156 



INDEX 

Dietitian 17, 46, 56, 112, 114, 119, 120, 124, 

126, 127, 136 

assistant or student 17, 62-63 

duties of 57-60 

meeting of 62 

office of 41, 44, 50 

qualifications of 57 

saving time of 21, 22 

training of 62 

Dining room, arrangement of 45 

pupils , 45-46, 50, 145 

teachers 41, 45, 50 

Director 12, 13, 17, 18, 19, 44, 56, 62, 114, 124 

Dishes 60, 70, 116 

Dishwashing 50 

machine 43, 69 

room 41-42 

Display of food 48 

Domestic science 146 

classes 135 

department of 19, 144 

f 

Elementary school lunch 6, 13, 91-105 

co-operation with teachers 92 

counter 100, 101 

equipment 96-99 

location of 95 

menu and service 92 

number of 95 

plan of arrangement 99 

records 129-130 

student aids 95 

tables and benches 95, 103-105 

typical menu 94 

workers 95 

157 



INDEX 

Equipment, and replacements 128 

elementary schools 96-99 

high school 69-73 

initial 12, 18, 21, 115 

labor saving 69 

list of, in large school 73-82 

list of, in small school 82-88 

replacing 60 

simplicity of 41 

Expenditure 129 

average daily in elementary school 94 

Fireless cooker 50, 70 

Fish, Miss Ada Z 135 

Floor plans and details of arrangement 30, 40, 41 

Floors, kitchen 42, 99 

Food charts 61 

Gas 12, 18 

range 69, 99 

stove 100 

General helpers 63 

Growth of the plan, rapid 12 

Hand basin 45, 48 

Heat 12, 18, 20 

Helpers (see workers) 

Herrick, Dr. Cheesman A 11, 12 

High school lunch plan of service 27-51 

arrangement of dining rooms 45 

arrangement of pantry 43 

counter arrangement 46-50 

158 



INDEX 

menu 31 

faculty 37-40 

pupils 33-36 

number of lunch periods 27-29 

plan of organization 17-23 

small lunch room 50 

success of 56 

ways of facilitating service 29 

History and aim of the school lunch 3 

Home and school league 11 

lunch committee of 11, 13 

Home economics graduate 12, 57, 62 

Ideal in food selection and preparation 7 

Ideal school lunch plan 143-148 

Institution Recipes 58 

Inventory of supplies 22, 121, 124 

Kindergarten class 93 

Kitchen, arguments for and against central 23 

arrangements and equipment of 41, 69, 145 

community 148 

floors 42 

individual 23 

Ledger 128 

Light 12, 18, 21, 41 

Lunch periods 27, 28, 91 

Lunch room, adaptation for small 50 

location of 40 

space for 18 

students 32 

teachers 32 

159 



INDEX 

Malnutrition 5, 11, 146 

Management, general system of 20 

Manual training classes 19, 105 

Meat slicer 42 

Medical department 146 

Menu and portion reports 124 

Menu 31, 58, 113, 114 

boards 46 

cards 46 

character of 55 

elementary school 94 

faculty 37-40, 119 

pupils 33-36, 119 

Nutrition 58 

clinic 146 

Orders 59, 120 

Ordering supplies 21, 58, 59, 120 

Open-air classes 20, 93 

Organization, plan of 17-23 

Orthopedic class 20, 93 

Pantry 43, 44 

Paper cups 32 

napkins 61 

towels 48 

Payroll 60, 119, 127 

160 



INDEX 

Philanthropic organization 11, 93 

Plate warmer 47 

Policy 19, 20 

Portions served .56, 119 

Practical training course 62, 63 

Practice school in buying 7 

Prepayment, system of .29, 50, 95 

Prices ..12, 20, 21, 22, 32, 50, 94, 110, 113, 143 

Principal 18, 19, 60 

Pupils, number of 55 

menus 33-36 

Purchasing of supplies 109-116 

Pushcart vender 8, 92 

Range 69, 99 

hood over 42 

Receipts 12, 14, 21, 127, 130 

average daily 95 

cash 60, 119, 126 

percentage of 129 

Recipes 147 

Institution 58 

standardized 91 

Records and accounting 21, 22, 119-130 

Refrigerator 43, 45 

Rent 20 

Reports 126, 127, 129 

161 



INDEX 

Scale of prices 12, 20, 32 

School and the home 147 

School gardens 146 

School lunch, department 129 

the ideal 143 

system 144 

School lunches, aim and history of 3 

and classes in cookery 135-139 

a vast business 7 

development of, in Philadelphia 11 

rapid growth of 12 

the elementary 91 

uniform 14, 32 

Secretary 17 

Self-sustaining 12 

Service, high school lunch, plan of 27-51 

simplicity of 41 

type of 55 

ways of facilitating 29, 31 

Settling of accounts 128 

Silver 47, 60, 70, 116 

Sinks 41, 42, 45, 99, 100 

Specifications for bids 115 

Star Centre Association 11 

Steam 18 

cookers 50, 70 

serving table 45, 47, 48 

162 



INDEX 

Store room 44, 111 

Student aids 17, 56> 65-66, 91, 95 

Student government 19, 61 

Superintendent of schools 18 

Supplies, checking of 60, 121, 126 

delivery of 112 

inventory of 22, 121 

ordering of 58, 112 

perishable 21, 112, 114 

transfer of 112, 127 

plan of buying important 113 

purchasing of 109-116 

received and on hand 119 

staple . » Ill 

Supply sheet, monthly 129 

weekly 120-124 

Supply closet 100, 105 

System of records and accounting 119-129 

Table, cooks' 70 

gas-heated serving 50 

linen 116 

sandwich 42 

steam serving 45, 47 

work 41, 43, 70, 99 

Tables, elementary lunch 105 

extension, and chairs 45 

stationary, and stools 45, 71, 72 

Towels, dish 116 

paper 48 

Trade school for girls 116 

163 



INDEX 

Training of dietitian 62-63 

Transfer slips 127 

Uniformity of food and service 21 

of orders 59 

United States Commission of Education 7 

United States Department of Agriculture 61 

Ventilation 41, 42 

Vocational classes 146 

Waste, checking of 21, 22, 60 

eliminated 113, 114 

William Penn High School 11, 135 

Workers, comfort of 41 

elementary school 17, 91, 95 

high school 17, 55-59, 63-65 

locker room for 41, 45, 50 

number of 14, 17, 55, 56, 63, 65 

stimulus of competition among 21 

wages of 64 

Working force of the high school 55 



164 




ICE 
CREAM 



ALL WAYS — DELICIOUS — NUTRITIOUS 

SINCE 1866 

* Consistently Superior 

THE PRODUCT OF 

BREYER ICE CREAM CO. 

PHILADELPHIA'S LARGEST MANUFACTURER 

Used in School Lunch Rooms 



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Brejrer's Installation at Frankford High School 



Economy : Quality : Service 



YOUR PURPOSE 

In your path to success, you must practice 
economy, give quality and service. 

OUR AIM 

Our business has been built on those lines, 
therefore — 

No. 10 

We sell all varieties of Fruits and Vegetables 
in large cans, designated as No. lO's, which 
actually contain a little less than a gallon. 

ECONOMY 

The use of this size package in the Hotels, 
Colleges, Institutions, or by the large consumer 
has reduced costs in price and labor. 

QUALITY 

Our brands are kept up to regular standards, 
which may be depended on from year to year. 

SERVICE 

Many once skeptical buyers are now our 
regular customers. 



OUR BRANDS 

SYLVIA GULIO PENN 

J. M. THOMPSON & CO. 

River Front Stores Philadelphia 



The 
Special Size 

for 
Institutions 

One gallon instead 
of one pint of Jell-0 is 
made up from the 
new Special Package 
of Jell-0, saving nine- 
tenths of the time re- 
quired for opening and emptying the common 
small size. 

This change eliminates the last remaining bit of 
real work connected with the preparation of Jell-0 
dishes. 

The Strawberry, Lemon, Orange, Raspberry and 
Cherry flavors are made in this special size regu- 
larly and the Chocolate flavor when desired. 

THE GENESEE PURE FOOD COMPANY 
Le Roy, N. Y., and Bridgeburg, Ont. 




^he School Lunch is never 
complete without milk 
in some form 



Milk made into 




JunKet 

with either the Junket Powder or Junket 
Tablets is not only nutritious and healthful, 
but is delicious, and a very dainty dish. 

JUNKET POWDER is prepared widi 
sugar and flavor, all ready to stir up with 
milk for a dessert. Six fine flavors. 

JUNKET TABLETS may be used for 
plain Junket, desserts, ice cream or 
cottage cheese. 

JUNKET BRAND BUTTERMILK TABLETS 

make delicious buttermilk out of sweet 
milk. Whole or skimmed milk may be used. 

Jit Qrocers or 'Druggists 

or sent direct from 

CHR. HANSEN'S LABORATORY, Inc. 

LITTLE FALLS, N. Y. 



No Need to "Spread It Thin" 




r is a fact that many housexAi'ives are now 
forced to "skimp" in the use of butter on 
their tables and in cooking. It is also notice^ 
able that in many restaurants and hotels the 
size of the butter portion has been greatly 

diminished. In short, users of butter these days are 

"spreading it thin." 

Moxley's Pasteurized Margarin can be used abund' 
antly and still not increase the butter bill. On the 
average it costs from ys to % less than butter. 

But price alone would be small inducement to use 
Moxley's. We therefore remind you that its purity 
is constantly assured by thorough pasteurization, that 
its food value runs 3714 calories per pound, and that 
every pound has the same fine butter taste and flavor. 



MOST GOOD FOOD PURVEYORS 
SELL MOXLEY'S 





Regular Margarin , Nut Butter 

CHURNED EXCLUSIVELY BY 

WM. J. MOXLEY, Inc. 

CHICAGO, ILL 



USED EXTENSIVELY AND SATISFAC- 
TORILY BY SCHOOLS. HOSPITALS, 
ASYLUMS AND HOMES 



Ideal 

Milk Chocolate Almond Bars 

Sweet Milk Chocolate Bars 

Ic. Milk Chocolates 

Cocoas 



Full information- gladly given on all chocolate 
and cocoa products, and on the SPECIAL 
prices we allow to recognized institutions. 

A letter stating your requirements will be ac- 
corded prompt and courteous attention by our 

** Institution Dept.** 

Ideal cocoa & Chocolate Co. 

39 PARK PLACE NEW YORK 



SPELL IT BACKWARDS 



mil 




POWDERED MILK 

ENDORSED AND USED BY THE 
SCHOOL LUNCHEON DEPARTMENT 
of the Philadelphia Public Schools 

KLIM Powdered Milk is pure, 
fresh, cows' milk from which only 
the water has been removed. Re- 
store the water to KLIM, and rich 
milk with the natural flavor and 
all other original qualities is ob- 
tained. KLIM keeps without ice, 
is convenient, requires small stor- 
age space, is more economiceJ 
than milk in any other form. 



Write for Free Booklet 
"The Wonderful Story of Powdered Milk" 

to the Manufacturers 

MERRELL-SOULE CO., Syracuse, N. Y. 



Philadelphia Distributor 

KLIM FOOD PRODUCTS CO. 

1221 FILBERT STREET 



FOR THE DIETITIAN 

IN CAFETERIA IN THE SCHOOL LUNCH 

IN THE HOSPITAL 

INSTITUTION RECIPES 

BY 

Emma Smedley 

{Third Edition, revised and enlarged) 



TELLS WHAT TO COOK HOW TO COOK IT 

WHEN TO SERVE IT HOW MUCH TO SERVE 

SAVES YOU THE TROUBLE OF CALCULATING FOOD VALUES 



CONTAINS WEEKLY MENUS FOR THE SCHOOL LUNCH, also 


MENUS FOR THREE MEALS A DAY SHOWING 


TOTAL FOOD VALUES 


TABLE OF CONIENTS 


Measures and Weights 


Poultry 


Table of Measures 


Meats 


and Weights 


Sauces for Meats and 


Table of Proportions 


Vegetables 


Seasonings and Flavorings 


Vegetables 


Beverages 


Salads 


Cereals 


Sandwiches 


Cereals used as Vegetables 


Desserts 


Bread 


Sauces for Puddings 


Baking Powder Mixtures 


Frozen Desserts _ 


Eggs 


Cakes and Frostings 


Soups 


Fruit 


Oysters 


Menus 


Fish 


Soap 


"INSTITUTION RECIPES" 


PRICE, $3.00 NET 


May save you its 


cost in one day 


EMMA SMEDLEY, Publisher, 6 E. Front St., Media, Pa. 




The 

Logical 

Equipment 



Year after year in homes, 
hospitals, hotels, cafeterias, 
on shipboard — wherever cooking is done 



WEAB-EVEB 



"Wear-Ever'^ 

RANGE UTENSILS 
KETTLES AND URNS 



IVEAR-EVEO 

AUJjyilNUM 

^^ 
>IRADE MARK 



are constantly growing in favor. 

** Wear- Ever" is cleanly. Made in one piece from 
hard, thick sheet aluminum. Has no joints or seams 
in which food can lodge. 

Replace utensils that wear out 
with utensils that ** Wear -Ever " 

The Aluminum Cooking Utensil Co. 

NEW KENSINGTON, PA. 
In Canada — Northern Aluminum Co., Ltd., Toronto 



C. L. HAZZARD, President and Treasurer R. W. SHINDLER, Vice Preiident 

F. ALBERT TALLEY. Jr., Secretary 



Bell Phone, Market 33-46 
Keystone Phone, Main 34-90 



Quaker City Stencil & Stamp Works 

Incorporated 

Stamps and Stencils 



School Lunch Coins 

and Kindred Appliances 
234 ARCH STREET PHILADELPHIA, PA. 



BOTH PHONES 



The Edwards China Company 

China^ Glass and 
Silverware 



Hotel, Restaurant and School Supplies 

China, Glass and Silverware Loaned 
for Special Occasions 

922-924 FILBERT STREET PHILADELPHIA, PA, 



KORRECT KITCHENS 

Fully equipped for 

Schools • Colleges • Hotels • Clubs 
Institutions • Cafes • Restaurants 
Lunch Rooms • Cafeterias • Fadory 
Lunch Rooms • Steamships &* Hospitals 

RANSOM-BARTON CO. 

1211 RACE ST., PHILADELPHIA, PA. 

RANGES, BAKE OVENS, STEAM KETTLES, COPPER 
WARE, STEAMERS, COFFEE URNS, BROILERS, 
COOKS' TABLES, PLATE WARMERS, ALUMINUM 
WARE, BAKERS' TOOLS, STEAM TABLES, ETC. 

Our long and varied, experience as de- 
signers and manufadurers of kitchen 
equipment enables us to give you an ac- 
curate workable and pradical kitchen 
plan. This service is entirely gratis. 

We solicit your 

KITCHEN PROBLEMS 



PATTEE'S 

"Practical Dietetics" 

With Reference to Diet in Health and 
Disease. 

USED AS A TEXT 

United States and Canadian Government ; 
U. S. Marine Hospitals, Base Hospitals, 
Medical Colleges, Hospital Training 
Schools, Schools of Household Arts. 

RECOMMENDED BY 

All State Boards of Examiners of Nurses, 
Dr. Wiley and other authorities on the 
food question. 

THIRTEENTH EDITION 
REVISED 

12m, cloth, 543 pages. Price, ^2.25, post- 
paid, including a " Teacher's Guide," 
which contains the dietetic Standard Cur- 
riculum for Schools of Nursing, prepared 
by the NATIONAL LEAGUE OF NURS- 
ING Education, also the State Board 
Requirements and Examination Questions 
of the various states. (With Pattee's 
Hand Bag Diet Book, ^2.85 postpaid). 



A. F. PATTEE, Publisher 

mount VERNON NEW YORK 



BETTER SERVICE 
GREATER ECONOMY 



Are the Fundamental Reasons why 

Every School Lunch Room 

Should be equipped with a 

V. B. P. "World's Best" Slicer 

Note our machine in photo of kitchen 
illustrating labor-saving machinery. 

There's a reason why the author of this 
book insisted on the slicer being a 



V.^."?. 



U. S. Slicing Machine Co. 

Laporte, Ind. 

EASTERN SALES OFFICES 

PHILADELPHIA. 1024 Arch Street NEW YORK. . 218 West 23d Street 
BOSTON. ... 48 Union Street BUFFALO. . 309 Genesee Street 
BALTIMORE. 501 N. Eutaw Street PITTSBURGH. 3002 Jenkins Arcade 



^he Seely Sanitary Fireless 
Cooker makes the School 
Lunch a Success 



Among users : Schools of Chicago, 

Detroit, New Orleans, Philadelphia, 
Pittsburgh, St. Louis, Washington; Car- 
negie Institute, Chicago University, 
Cornell University, Princeton University, 
Northwestern University, Wisconsin 
University. 

Indestructible — in use 10 years without 
repairs. Keeps hot 21 hours. Capaci- 
ties, 9 to 20 gallons. Large aluminum 
kettles sold separately for general 
equipment. 



Without a Seely Sanitary Fireless 
Cooker you cannot do your best 



For particulars and prices 
address 

Frances A. Seely Co. 

5735 Harper Avenue 
Chicago, 111. 




